Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

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Education at a Glance 2019 (EAG 2019): Highlights
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
EAG 2019, Chapter B: Access to education, participation and progression
EAG 2019, Chapter C: Financial resources invested in education
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018 (Volume I): Teachers and School Leaders as Lifelong Learners
TALIS 2018 (Volume II): Teachers and School Leaders as Valued Professionals
TALIS 2018: Starting Strong Survey
PISA 2018: Highlight indicators
PISA 2018 Results (Volume II): Where All Students Can Succeed
PISA 2018 Results (Volume III): What School Life Means for Students' Lives
PISA 2018 Results (Volume IV): Are Students Smart About Money?
PISA 2015 (Volume V): Collaborative Problem Solving
Survey of Adult Skills (PIAAC): Full selection of indicators
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Students' Well-Being
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & Social outcomes
Internationalisation
Research & Innovation
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education & skills
Early childhood education & care
Tertiary education
Demographic, social & economic indicators
TALIS 2018 (Volume II): Teachers and School Leaders as Valued Professionals
  • Teachers and school leaders enjoy reasonably good working conditions; on average across the OECD, 82% of teachers report to have permanent work contracts (i.e. no fixed-end contracts) and 66% are satisfied with the terms of their contract.
  • Still only 1 out of 4 teachers (26%) feel that they are valued in society on average across the OECD, and this is even less than 1 out of 10 in some countries.
  • 20% of teachers would like to change to another school if that were possible and 32% wonder whether it would have been better to choose another profession.
  • 39% of teachers report being satisfied with their salaries. Dissatisfaction with salary is more prevalent for teachers working in cities where the cost of living is higher, and in countries with lower teacher salaries by international standards.
  • According to teachers, stress is an issue for 18% of the workforce. Teachers reporting experiencing work-related stress a lot are twice as likely to consider discontinuing working as teachers within the next 5 years than teachers with lower levels of stress.
  • The most commonly cited source of stress derives from administrative work, with almost half of the teachers (49%) reporting that admin demands cause them stress.
  • Teachers who receive support for their professional development are more likely to be satisfied with their terms of employment in four fifths of the countries and economies participating in TALIS, while playing a role in school governance is positively related with such satisfaction in all education systems with available data except for Alberta (Canada) and South Africa.
  • On average across the OECD, 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.
  • Only 21% of teachers report participating in collaborative professional learning at least once a month, and 28% engage in team-teaching with this frequency.
  • Although 81% teachers say that they work in a collaborative school culture characterised by mutual support, this is not the case for nearly one in five teachers. There is room for more active support from principals in this area, since only 59% of principals take actions to support co-operation among teachers to develop new teaching practices.
  • The proportion of teachers working in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where managers have authority over salaries, but only 30% in schools where this is not the case.


  • | TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals | TALIS 2018 Conceptual Framework | Education policies: Teachers  |
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    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.
    The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *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 text.