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Romania
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Data profiles:


Romania
Teachers and teaching conditions (TALIS 2018)
  • Teaching was the first-choice career for 75% of teachers in Romania and for 67% in OECD countries and economies participating in TALIS. In terms of why they joined the profession, at least 96% of teachers in Romania cite the opportunity to influence children's development or contribute to society as a major motivation.
  • About one out of four of teachers (26%) in Romania are aged 50 and above (OECD average 34%). This means that Romania will have to renew about one out of four members of its teaching workforce over the next decade or so.
  • In terms of classroom environments, relations between students and teachers are positive overall, with 97% of teachers in Romania agreeing that students and teachers usually get on well with each other. However, 13% of principals report regular acts of intimidation or bullying among their students, which is not significantly different from the OECD average (14%).
  • In Romania, 0% of teachers work in schools where at least 10% of the students have a migrant background (OECD average 17%). At the same time, 95% of school leaders report that their teachers believe that children and young people should learn that people of different cultures have a lot in common (OECD average 95%).
  • In Romania, 41% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society, which is higher than the average across OECD countries and economies participating in TALIS. (26%). In Romania, between 2013 and 2018, the percentage of teachers reporting that the teaching profession is valued in society has increased by six percentage points.
  • In Romania, 5% of teachers report experiencing stress in their work "a lot", which is lower than the OECD average (18%).
  • 11% of teachers report participating in collaborative professional learning at least once a month (OECD average 21%) and 13% engage in team teaching with the same frequency (OECD average 28%).
  • In Romania, 3% of teachers report that they had never received feedback in their schools (OECD average 10%). The forms of feedback most commonly used in Romania are based on observation of the teacher's classroom teaching, school-based and classroom-based results and student survey responses related to the teacher's teaching.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Initial and induction training of teachers

    In Romania, more teachers had content, pedagogy and classroom practice in their initial formal education or training. (90.9 %, rank 2/50 , 2018) Download Indicator

    Professional development of teachers

    A small percentage of teachers attended courses/seminars in person in the 12 months prior to the survey. (47.7 %, rank 48/50 , 2018) Download Indicator

    Teacher appraisal and feedback

    Compared to most other TALIS countries, a larger proportion of teachers report that the feedback they received has improved their teaching practice. (89.1 %, rank 3/50 , 2018) Download Indicator

    In Romania, the percentage of teachers who have received feedback via more than three different methods is relatively high. (89.6 %, rank 4/50 , 2018) Download Indicator

    Teachers' practices

    On average, teachers in Romania report spending less hours per week teaching. (17 Hours/week, rank 45/49 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' set goals at the beginning of instruction. (97 %, rank 3/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' explain what they expect students to learn. (97.8 %, rank 2/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' explain how new and old topics are related. (96.7 %, rank 1/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' tell students to follow classroom rules. (88.9 %, rank 5/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' let students practise similar tasks until knowing that every student has understood the subject matter. (86.6 %, rank 3/50 , 2018) Download Indicator

    Autonomy, collegiality and collaboration

    In Romania, a large share of teachers agree that in their school there is a collaborative school culture that is characterised by mutual support. (91.4 %, rank 5/50 , 2018) Download Indicator

    Teaching students with special needs

    The proportion of teachers in Romania who felt "well prepared" or "very well prepared" for teaching in a mixed-ability setting is higher. (76.6 %, rank 2/50 , 2018) Download Indicator

    Teaching in multicultural settings

    More teachers report a high level of need for professional development in student behaviour and classroom management. (27.1 %, rank 5/49 , 2018) Download Indicator

    Teachers’ working conditions, mobility and risk of attrition

    In Romania, the percentage of teachers experiencing a lot of stress in their work is relatively low. (5.2 %, rank 46/50 , 2018) Download Indicator


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    General findings
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    • Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
    • In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
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    • In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
    • During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
    • In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
    • 84% of teachers report having control over determining course content in their class, on average across in OECD countries and economies participating in TALIS.
    • 81% of teachers say that they work in a collaborative school culture characterised by mutual support, on average in OECD countries and economies participating in TALIS. Furthermore, 59% of principals took actions on a regular basis to support co-operation among teachers to develop new teaching practices in the 12 months prior to the survey.
    • On average in OECD countries and economies participating in TALIS, only 21% of teachers report participating in collaborative professional learning at least once a month and 28% engage in team-teaching with the same frequency.
    Visualisations
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    • During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
    • In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
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    • About half of teachers in the OECD countries and economies participating in TALIS "frequently" or "always" let students use ICT for projects or class work, but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
    • In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
    Visualisations
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    • Across OECD countries and economies participating in TALIS, 26% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society. Between 2013 and 2018, the percentage of teachers reporting that the profession is valued in society has increased in almost half of the countries and economies with available data.
    • 90% of teachers and 95% of school leaders report that, all in all, they are satisfied with their job, on average in OECD countries and economies participating in TALIS.
    • 39% of teachers and 47% of school leaders report being satisfied with their salaries, on average in OECD countries and economies.
    Visualisations
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    • Across OECD countries and economies participating in TALIS, 82% of teachers have a permanent contract while 12% of teacher are employed on contracts of one year or less.
    • 18% of teachers report experiencing stress in their work "a lot", on average in OECD countries and economies participating in TALIS. 49% of teachers report that having too much administrative work is a source of stress they experience at work "quite a bit" or "a lot".
    • 25% of teachers report that they would like to leave teaching within the next five years, on average across the OECD countries and economies participating in TALIS. Furthermore, 14% of teachers age 50 or would like to leave teaching in the next five years.
    Visualisations
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    • Only 10% of teachers report that they have never received feedback in their schools. On average across the OECD, the forms of feedback most commonly used are based on classroom observations and students' school-based and classroom-based results.
    • 71% of teachers who received feedback in the 12 months prior to the survey report that it had a positive impact on their teaching practice. In all countries and economies participating in TALIS, teachers who report receiving feedback based on multiple methods are more likely to find that the feedback they received had a positive impact on their teaching.
    • The proportion of teachers who work in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where school management has responsibility over salaries. In schools where school management does not have responsibility over salaries, the proportion is only 30%.
    Visualisations
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    Key
    Country Reviews for Romania

    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Some countries may have provided data refering to another year, to know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.

    B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.