Shanghai (China)
Shanghai (China)
Interactive data profiles:
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Country reports and publications 
Shanghai (China)
Teachers and teaching conditions (TALIS 2024)
* Estimates for Alberta (Canada), the Netherlands, New Zealand and Norway should be interpreted with caution due to higher risk of non-response bias.
| Country Note | TALIS 2024 : The State of Teaching | TALIS 2024 Conceptual Framework | TALIS 2024 Conceptual and Assessment Framework | Shanghai (China) in TALIS | Education policies: Teachers |
Select first some countries to compare, choose the charts you wish to display and customise them.
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.
Show indicators for which your country ranks among the top or bottom:
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Who the teachers are
Teachers are on average younger than teachers in most other TALIS countries. (39.5 Years, rank 51/55 , 2024) Download Indicator
The share of lower secondary teachers with non-teaching work experience in Shanghai (China) was among the smallest across countries with available data. (11.5 %, rank 55/55 , 2024) Download Indicator
Initial and induction training of teachers
In Shanghai (China), more novice teachers had an assigned mentor at the current school. (78.8 %, rank 1/55 , 2024) Download Indicator
The share of recent lower secondary teacher graduates in Shanghai (China) reporting that their initial education prepared them well to support students’ social and emotional development was among the largest across countries with available data. (84.6 %, rank 5/55 , 2024) Download Indicator
The percentage of recently appointed lower secondary teachers in Shanghai (China) who reported taking part in either formal or informal induction in their school was among the highest across countries with available data. (98 %, rank 1/55 , 2024) Download Indicator
Teacher appraisal and feedback
A high proportion of teachers report receiving feedback from assigned mentors. (100 %, rank 1/55 , 2024) Download Indicator
Teachers' practices
Teachers report spending more hours per week marking and correcting work. (7.9 Hours/week, rank 1/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Shanghai (China) who indicated a high level of need for approaches to individualised learning was among the highest across participating countries. (53.1 %, rank 1/55 , 2024) Download Indicator
In Shanghai (China), the share of novice lower secondary teachers indicating a high level of need for approaches to individualised learning was among the largest across participating countries. (60.8 %, rank 1/55 , 2024) Download Indicator
ICT for teaching
In Shanghai (China), the share of lower secondary teachers reporting a high level of need for skills in using artificial intelligence for teaching and learning was among the largest compared to other countries. (54.3 %, rank 3/55 , 2024) Download Indicator
The percentage of novice lower secondary teachers in Shanghai (China) reporting a high level of need for skills in using artificial intelligence for teaching and learning was among the highest across countries with available data. (50.9 %, rank 2/55 , 2024) Download Indicator
Teaching students with special needs
A lower proportion of teachers in Shanghai (China) teach in classes with more than 10% of special needs students compared to other TALIS countries. (0.9 %, rank 53/55 , 2024) Download Indicator
Teaching in multicultural settings
More teachers report a high level of need for professional development in student behaviour and classroom management. (36.9 %, rank 3/55 , 2024) Download Indicator
In Shanghai (China), less teachers have at least 10% of students whose first language is different from the language of instruction in their class. (0.9 %, rank 55/55 , 2024) Download Indicator
Among novice lower secondary teachers in Shanghai (China), those reporting a high level of need for teaching in a multicultural or multilingual setting were among the highest across countries with available data. (41.7 %, rank 1/55 , 2024) Download Indicator
Teacher leadership and autonomy
In Shanghai (China), the share of lower secondary teachers reporting substantial or full autonomy in curriculum implementation while working in schools where they are appraised at least once per year was among the largest compared to other countries. (99.4 %, rank 5/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Shanghai (China) who reported substantial or full autonomy in selecting teaching methods and strategies, and who work in schools with at least annual appraisals, was among the highest across participating countries. (99.4 %, rank 5/55 , 2024) Download Indicator
Teachers' autonomy, collegiality and collaboration
Compared to most other TALIS countries, Shanghai (China) has a higher proportion of teachers who participate in collaborative professional learning in their school at least once a month. (73.1 %, rank 1/55 , 2024) Download Indicator
The average weekly time that full-time lower secondary teachers in Shanghai (China) reported spending on teamwork and dialogue with colleagues within their school was among the highest across countries with available data. (4.4 Hours/week, rank 5/55 , 2024) Download Indicator
The percentage of lower secondary teachers in Shanghai (China) who reported observing other teachers’ classes and providing feedback at least once a month was among the highest across countries with available data. (52.2 %, rank 4/55 , 2024) Download Indicator
In Shanghai (China), the share of lower secondary teachers who “agree” or “strongly agree” that their principal has good professional relationships with staff was among the largest compared to other countries. (95.6 %, rank 4/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Shanghai (China) who “agree” or “strongly agree” that students and teachers usually get along well with each other was among the highest across participating countries. (98.6 %, rank 2/55 , 2024) Download Indicator
Status of the teaching profession
The percentage of lower secondary teachers in Shanghai (China) who 'agree' or 'strongly agree' that their views are valued by policymakers was among the highest across countries with available data. (73.3 %, rank 5/55 , 2024) Download Indicator
Teachers' engagement, motivation and drive
Among novice teachers in lower secondary, the share reporting that teaching was their first career choice in Shanghai (China) was among the largest across countries with available data. (93.1 %, rank 1/55 , 2024) Download Indicator
Teachers’ working conditions, mobility and risk of attrition
Shanghai (China) has one of the lowest proportion of teachers employed on a permanent contract. (33.3 %, rank 55/55 , 2024) Download Indicator
For a small share of teachers, having too much administrative work is a source of stress. (29.2 %, rank 51/55 , 2024) Download Indicator
The average number of hours worked per week by full-time lower secondary teachers in Shanghai (China) was among the highest across countries with available data. (46.9 Hours/week, rank 4/55 , 2024) Download Indicator
The proportion of lower secondary teachers under age 30 in Shanghai (China) who intend to leave teaching within the next five years was among the lowest across countries with available data. (5.6 %, rank 52/55 , 2024) Download Indicator
Teacher stress factors
In Shanghai (China), the share of lower secondary teachers stressed by extra duties due to absent colleagues was among the lowest across countries with available data. (14 %, rank 51/55 , 2024) Download Indicator
The proportion of lower secondary teachers in Shanghai (China) reporting stress from maintaining classroom discipline was among the lowest across countries with available data. (29.2 %, rank 54/55 , 2024) Download Indicator
In Shanghai (China), the share of lower secondary teachers reporting stress from intimidation or verbal abuse by students was among the lowest across countries with available data. (6.7 %, rank 53/55 , 2024) Download Indicator
In Shanghai (China), the share of lower secondary teachers reporting stress from modifying lessons for students with special education needs was among the lowest across countries with available data. (14.2 %, rank 54/55 , 2024) Download Indicator
The data table will display up to six selected countries.
General findings
- Teachers are aging in many education systems. While the average age of teachers is around 45 years old, more than one out of two teachers are 50 or older.
- Prior non-teaching work experience is more and more common for teachers. In around half of the education systems, at least one out of two teachers have prior non-teaching work experience.
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- Around one in three teachers report having used artificial intelligence (AI) in their work, on average across OECD education systems.
- Many teachers – especially female and experienced teachers – report meeting key lesson aims, though supporting students' social and emotional learning remains challenging.
| Education policies: Teacher practices | Education policies: Learning time and Disciplinary climate | Education policies: Special needs | Education policies: Migrant background | Education policies: Digital divide |
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- The large majority of teachers are satisfied with their profession, which indicates that most teachers find meaning and personal fulfilment in their work. Almost nine in ten teachers report that they are satisfied with their jobs overall.
- Administrative workload remains a considerable demand for teachers. About half of teachers report excessive administrative work as a source of work-related stress, particularly those with more than ten years of experience.
- Discipline and behaviour issues as sources of stress are important predictors of teachers’ fulfilment of their lesson aims, their well-being, job satisfaction and their intention to leave teaching. About one in five teachers report experiencing significant disruptive noise and disorder in their classrooms, and the share of time spent on maintaining discipline has increased since 2018.
- Teachers are spending more time working together compared to 2018. Full-time teachers report spending around 3 hours per week participating in teamwork and dialogue with colleagues. Teachers who report good professional relationships with principals, other teachers, parents and guardians, and students tend to report higher well-being and job satisfaction.
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- Administrative workload remains a considerable demand for teachers. About half of teachers report excessive administrative work as a source of work-related stress, particularly those with more than ten years of experience.
- Discipline and behaviour issues as sources of stress are important predictors of teachers’ fulfilment of their lesson aims, their well-being, job satisfaction and their intention to leave teaching. About one in five teachers report experiencing significant disruptive noise and disorder in their classrooms, and the share of time spent on maintaining discipline has increased since 2018.
- Teachers’ satisfaction with their terms of employment (including salary) has increased in many education systems since 2018.
| Education policies: Teacher working conditions | Education policies: Class size & Student-teacher ratio |
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- Mentoring is gaining popularity. About one in four novice teachers (teachers with up to five years of teaching experience) has an assigned mentor.
- While nearly all teachers participate in continuous professional learning, not all of them find that doing so has a positive impact on their teaching. Just 55% of teachers report that the professional learning activities they participated in during the 12 months preceding the survey had a positive impact on their teaching.
| Education policies: Teacher initial education | Education policies: Teacher professional development |
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- Teachers are spending more time working together compared to 2018. Full-time teachers report spending around 3 hours per week participating in teamwork and dialogue with colleagues. Teachers who report good professional relationships with principals, other teachers, parents and guardians, and students tend to report higher well-being and job satisfaction.
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- Feedback and appraisal are common features of teachers’ professional lives. On average across OECD education systems, 88% of teachers report receiving feedback from their school principal, 61% from assigned mentors and 55% from external individuals or bodies. At the same time, principals report that only less than 6% of teachers are never formally appraised.
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Click on the diagram to get a PDF version
Click on the coverpage to see the full OECD iLibrary version
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: https://www.oecd.org/en/about/members-partners.html
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. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late 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: 2026 for school year 2025/2026.
*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 averages. 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 2024 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
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: https://www.oecd.org/en/about/members-partners.html
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. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late 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: 2026 for school year 2025/2026.
*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 averages. 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 2024 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.