Appendix to The Teaching Profession

Transcription

1 Appendix to The Teaching Profession in Europe Practices, Perceptions, and Policies Eurydice Report Education and Training

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3 Appendix to The Teaching Profession in Europe: Practices, Perceptions, and Policies This appendix contains all statistical data presented in graphics or discussed in the report. Data tables are presented by chapter in the order of appearance in the report, together with the standard errors (if applicable). For TALIS statistical data, an explanatory note, located below each Table, specifies the reference in the TALIS 2013 questionnaire of the questions used for the calculation. The TALIS questionnaires are divided in two parts: principal questionnaire: the questions codes included in this part starts with 'TC' (e.g.: TC2G04A); teacher questionnaire: the reference of questions included in this part starts with 'TT' (e.g.: TT2G01). To consult the wording of a question, please see the TALIS questionnaires, which are available at: The full 2013 TALIS database is available at More information on the statistical methodology (calculation of EU averages, correlations, indexes, etc.) is available in the Statistical Note of the Eurydice Report, The Teaching Profession in Europe: Practices, Perceptions, and Policies, which can be downloaded at: s,_and_policies. Please note that this appendix is also available in xls format at the same address. Eurydice Report Education and Training

4 This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, Appendix to the Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union. ISBN doi: / EC EN-N This document is also available on the Internet ( Text completed in June Education, Audiovisual and Culture Executive Agency, Reproduction is authorized provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (BOU2 Unit A7) B-1049 Brussels Tel Fax eacea-eurydice@ec.europa.eu Website:

5 CONTENT DEMOGRAPHICS AND WORKING CONDITIONS 7 Table 1.1: Proportion of teachers by gender in lower secondary education (ISCED 2), Table 1.2: Proportion by age group of men and women teachers in lower secondary education (ISCED 2), Table 1.3: Proportion by age group of teachers in lower secondary education (ISCED 2), Table 1.4: Proportion of teachers employed in public-sector and private schools in lower secondary education (ISCED 2), Table 1.5: Proportion of teachers working in public schools, government-dependent private institutions, and private independent institutions in lower secondary education (ISCED 2), Table 1.6: Proportion of teachers working in public schools, government-dependent private institutions, and private independent institutions, according to age groups in lower secondary education (ISCED 2), INITIAL TEACHER EDUCATION AND TRANSITION TO THE PROFESSION 10 Table 2.1: Proportion of teachers in lower secondary (ISCED 2), by highest qualification level achieved and current age group, Table 2.2: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, Table 2.3: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by age group, Table 2.4: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by subject taught, Table 2.5: Proportion of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, Table 2.6: Proportion, by age group, of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, Table 2.7: Proportion, by subject taught, of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, Table 2.8: The feeling of readiness among teachers in lower secondary education (ISCED 2) for work based on the content, theory and practice of teaching, depending on whether or not they have completed ITE, Table 2.9: Proportion of teachers with no more than five years of experience in lower secondary education (ISCED 2) who took part in formal induction programmes as newcomers to teaching, Table 2.10: The predictive value of certain selected factors in participation by teachers in lower secondary education (ISCED 2) in induction programmes, as newcomers to their profession, Table 2.11: Proportion of teachers in lower secondary education (ISCED 2) who can access certain types of activity within induction programmes, as reported by school heads, Table 2.12: Proportion, by age group, of teachers in lower secondary education (ISCED 2), who have currently been assigned a mentor, Table 2.13: The predictive value of certain selected factors in the current assignment of a mentor to teachers in lower secondary education (ISCED 2), Table 2.14: The predictive value of certain selected factors in the designation, as mentors, of teachers in lower secondary education (ISCED 2), CONTINUING PROFESSIONAL DEVELOPMENT 15 Table 3.1: Scale of overall needs in professional development, as expressed by teachers in lower secondary education (ISCED 2), Table 3.2: Scale of overall needs in professional development, as expressed by teachers in lower secondary education (ISCED 2), according to age group, Table 3.3: Scale of overall needs in professional development, as expressed by teachers in lower secondary education (ISCED 2), according to years of experience, Table 3.4: Proportion of teachers in lower secondary education (ISCED 2) expressing moderate and high professional development need levels, in relation to 14 topics,

6 The Teaching Profession in Europe: Practices, Perceptions, and Policies Table 3.5: Proportion of teachers by age group in lower secondary education (ISCED 2) expressing moderate and high professional development need levels, in relation to 14 topics, Table 3.6.a: Proportion of lower secondary (ISCED 2) teachers teaching 'READING, WRITING AND LITERATURE' expressing moderate or high professional development need levels, in relation to 14 topics, Table 3.6.b: Proportion of lower secondary (ISCED 2) teachers teaching 'MATHEMATICS' expressing moderate or high professional development need levels, in relmation to 14 topics, Table 3.6.c: Proportion of lower secondary (ISCED 2) teachers teaching 'SCIENCE' expressing moderate or high professional development need levels, in relation to 14 topics, Table 3.6.d: Proportion of lower secondary (ISCED 2) teachers teaching 'SOCIAL STUDIES' expressing moderate or high professional development need levels, in relation to 14 topics, Table 3.6.e: Proportion of lower secondary (ISCED 2) teachers teaching 'MODERN FOREIGN LANGUAGES' expressing moderate or high professional development need levels, in relation to 14 topics, Table 3.7: Differences between the proportions of teachers in lower secondary education (ISCED 2) who expressed moderate and high professional development need levels, and the proportions expected to do so, in relation to 14 topics, Table 3.8: Proportion of teachers in lower secondary education (ISCED 2) who have followed different types of professional development activities in the 12 month previous to the survey, Table 3.9: Average number of topics covered in professional development activities in the 12 months previous to the survey, as declared by lower secondary (ISCED 2) teachers, Table 3.10: Median and mean number of days devoted to structured professional development activities in the 12 months previous to the survey, as declared by lower secondary (ISCED 2) teachers, Table 3.11: Proportion of teachers in lower secondary education (ISCED 2) declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.12: Proportion of teachers by age group in lower secondary education (ISCED 2) declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.13.a Proportion of lower secondary (ISCED 2) teachers teaching 'READING. WRITING. AND LITERATURE' declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.13.b Proportion of lower secondary (ISCED 2) teachers teaching 'MATHEMATICS' declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.13.c Proportion of lower secondary (ISCED 2) teachers teaching 'SCIENCE' declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.13.d Proportion of lower secondary (ISCED 2) teachers teaching 'SOCIAL STUDIES' declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.13.e Proportion of lower secondary (ISCED 2) teachers teaching 'MODERN FOREIGN LANGUAGES' declaring that their professional development activities covered specific topics in the 12 months prior to the survey, Table 3.14: Differences between the proportions of teachers in lower secondary education (ISCED 2) declaring that their professional development activities covered specific topics in the 12 months prior to the survey, and the proportions expected to do so, in relation to 14 topics, Table 3.15: Proportion of teachers in lower secondary education (ISCED 2) who have not followed professional development activities in the 12 months prior to the survey in the topics for which they expressed moderate and high levels of need, Table 3.16: Regression coefficients between typology of barrier to participation in professional development activities indicated by lower secondary (ISCED 2) teachers and mean topics followed, Table 3.17: Proportion of lower secondary (ISCED 2) teachers declaring having received incentives for professional development activities according to its type, Table 3.18: Average number of topics included in professional development activities followed by lower secondary (ISCED 2) teachers in the 12 months previous to the survey, according to financial costs, Table 3.19: Regression coefficients for lower secondary (ISCED 2) teachers between the average number of topics covered by professional development activities in the 12 months previous to the survey and professional development characteristics, feedback, and collaborative approaches as independent variables,

7 Appendix Table 3.20: Increased likelihood for lower secondary (ISCED 2) teachers to indicate a specific barrier to participation in professional development activities depending on their gender, experience as a teacher, and their contractual status, TRANSNATIONAL MOBILITY 40 Table 4.1: Proportion of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes, Table 4.2: Mean ages of teachers in lower secondary education (ISCED 2) who have been abroad or not for professional purposes, Table 4.3: Distribution of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes, during ITE or as practising teachers (or both), Table 4.4: Mean ages of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes during ITE or as practising teachers, Table 4.5: Proportion of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes, by subject taught, Table 4.6: Proportion of mobile teachers in lower secondary education (ISCED 2), with respect to their professional reasons for going abroad, Table 4.7: Proportion of teachers in lower secondary education (ISCED 2) who have gone abroad for professional purposes with the support of mobility programme, Table 4.8: Predictive effect of 11 selected factors on the transnational mobility for professional purposes of teachers in lower secondary education (ISCED 2), Table 4.9: Distribution of teachers in lower secondary education (ISCED 2), according to the three criteria of transnational mobility, teaching of modern foreign languages, and gender, ATTRACTIVENESS OF THE TEACHING PROFESSION 43 Table 5.1: Proportion of teachers who express job satisfaction, satisfaction with their school, and perceive the teaching profession to be valued in society, in lower secondary education (ISCED 2), Table 5.2: Proportion of teachers who express job satisfaction, satisfaction with their school, and perceive the teaching profession to be valued in society, according to age groups, in lower secondary education (ISCED 2), Table 5.4: Proportion of teachers who express job satisfaction, satisfaction with their school, and perceive the teaching profession to be valued in society, according to gender, in lower secondary education (ISCED 2), Table 5.5: Proportion of teachers in lower secondary (ISCED 2) education who express job satisfaction, satisfaction with their school, and consider the teaching profession to be valued in society, in relation to perceived evaluation (feedback) outcomes, Table 5.6: Proportion of teachers in lower secondary (ISCED 2) education who express job satisfaction, satisfaction with their school, and consider the teaching profession to be valued in society, in relation to types of collaborative practices, Table 5.7: Proportion of teachers in lower secondary (ISCED 2) education who express job satisfaction, satisfaction with their school, and consider the teaching profession to be valued in society, in relation to their view of teacher-student relations,

8 The Teaching Profession in Europe: Practices, Perceptions, and Policies 6

9 APPENDIX DEMOGRAPHICS AND WORKING CONDITIONS Table 1.1: Proportion of teachers by gender in lower secondary education (ISCED 2), 2013 % EU BE BG CZ DK DE EE IE EL ES FR HR IT CY LV Male : : Female : : % LT LU HU MT NL AT PL PT RO SI SK FI SE UK Male Female Source: Eurydice, on the basis of Eurostat/UOE [extracted April 2015] (see Figure 1.1). Table 1.2: Proportion by age group of men and women teachers in lower secondary education (ISCED 2), 2013 % <30 years years years years 60 years Men Women Men Women Men Women Men Women Men Women EU BE BG CZ DK DE EE IE : : : : : : : : : : EL ES FR HR : : : : : : : : : : IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE UK Source: Eurydice, on the basis of Eurostat/UOE [extracted April 2015] (see Figure 1.2). Country-specific notes Denmark and Estonia: Data includes ISCED level 1. Ireland: Data not available separately for ISCED 2. Hungary: Data includes school management staff. 7

10 The Teaching Profession in Europe: Practices, Perceptions, and Policies Table 1.3: Proportion by age group of teachers in lower secondary education (ISCED 2), 2013 % <30 years years years years 60 years % <30 years years years years 60 years EU LT BE LU BG HU CZ MT DK NL DE AT EE PL IE : : : : : PT EL RO ES SI FR SK HR : : : : : FI IT SE CY UK LV Source: Eurydice, on the basis of Eurostat/UOE [extracted April 2015] (see Figure 1.3). Table 1.4: Proportion of teachers employed in public-sector and private schools in lower secondary education (ISCED 2), 2013 % EU BE BG CZ DK DE EE IE EL ES FR HR IT CY LV Public : : Private : : % LT LU HU MT NL AT PL PT RO SI SK FI SE UK Public : Private : Source: Eurydice, on the basis of Eurostat/UOE [extracted April 2015] (see Figure 1.4). Table 1.5: Proportion of teachers working in public schools, government-dependent private institutions, and private independent institutions in lower secondary education (ISCED 2), 2013 Public Government-dependent Private independent Public Government-dependent Private independent % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. EU NL BE nl PL BG PT CZ RO DK SK EE FI ES SE FR UK-ENG HR IS IT NO CY RS LV Source: Eurydice, on the basis of TALIS Data calculated on the basis of questionstc2g10 and TC2G11A. The response to item 1 (publicly-managed) of question TC2G10 defines the school as public. The combination of item 2 (privately-managed) of question TC2G10 with one of the options available (yes or no) in question TC2G11A defines the private institution as government-dependent or private independent (see Glossary) 8

11 Appendix Table 1.6: Proportion of teachers working in public schools, government-dependent private institutions, and private independent institutions, according to age groups in lower secondary education (ISCED 2), 2013 < >60 A B C A B C A B C A B C A B C % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. % S.E. EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS A Public-sector schools B Government-dependent private institutions C Private independent institutions Source: Eurydice, on the basis of TALIS Data calculated on the basis of questionstc2g10 and TC2G11A. The response to item 1 (publicly-managed) of question TC2G10 defines the school as public. The combination of item 2 (privately-managed) of question TC2G10 with one of the options available (yes or no) in question TC2G11A defines the private institution as government-dependent or private independent (see Glossary) 9

12 The Teaching Profession in Europe: Practices, Perceptions, and Policies INITIAL TEACHER EDUCATION AND TRANSITION TO THE PROFESSION Table 2.1: Proportion of teachers in lower secondary (ISCED 2), by highest qualification level achieved and current age group, 2013 Non-tertiary level (below ISCED 5) TOTAL S.E < 30 years S.E years S.E years S.E years S.E years S.E Occupation-oriented tertiary level (ISCED 5B) TOTAL S.E < 30 years S.E years S.E years S.E years S.E years S.E Academic tertiary level (at least ISCED 5A) TOTAL S.E < 30 years S.E years S.E years S.E years S.E years S.E Source: Eurydice, on the basis of TALIS s Data calculated on the basis of the answers to the questions TT2G10 and TT2G02. Data collected and presented on the basis of ISCED Table 2.2: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, 2013 EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS % S.E Source: Eurydice, on the basis of TALIS 2013 (see Figure 2.2). Data calculated on the basis of the answers to question TT2G11. Country-specific note Cyprus: The proportion of teachers, who have completed an ITE programme, is substantially higher 96.9 % (0.51) among those working in the public sector. 10

13 Appendix Table 2.3: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by age group, 2013 < 30 years S.E years S.E years S.E years S.E years S.E Source: Eurydice, on the basis of TALIS Data calculated on the basis of the answers to questions TT2G02 and TT2G11. Table 2.4: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by subject taught, 2013 A S.E B S.E C S.E D S.E E S.E Source: Eurydice, on the basis of TALIS A Reading, writing and literature B Mathematics C Science D Social studies E Modern foreign languages Data calculated on the basis of the answers to questions TT2G11 and TT2G15A to TT2G15E. Table 2.5: Proportion of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, 2013 EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS % S.E Source: Eurydice, on the basis of TALIS 2013 (see Figure 2.3). Data calculated on the basis of the answers to questions TT2G11 and TT2G12. Only teachers having answered either 'Yes, for all subject(s) I teach' or 'Yes, for some subject(s) I teach' in question TT2G12 to the three sub-questions (TT2G12A to TT2G12C) are taken into account. Table 2.6: Proportion, by age group, of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, 2013 < 30 years S.E years S.E years S.E years S.E years S.E Source: Eurydice, on the basis of TALIS Data calculated on the basis of the answers to question TT2G02, TT2G11, and TT2G12. Only teachers having answered either 'Yes, for all subject(s) I teach' or 'Yes, for some subject(s) I teach' in question TT2G12 to the three sub-questions (TT2G12A to TT2G12C) are taken into account. 11

14 The Teaching Profession in Europe: Practices, Perceptions, and Policies Table 2.7: Proportion, by subject taught, of teachers in lower secondary education (ISCED 2) who have completed an ITE programme that includes teaching content, theory and practice, 2013 A S.E B S.E C S.E D S.E E S.E Source: Eurydice, on the basis of TALIS A Reading, writing and literature B Mathematics C Science D Social studies E Modern foreign languages Data calculated on the basis of the answers to questions TT2G11, TTG12, and TT2G15A to TTG15E. Only teachers having answered either 'Yes, for all subject(s) I teach' or 'Yes, for some subject(s) I teach' in question TT2G12 to the three sub-questions (TT2G12A to TT2G12C) are taken into account. Table 2.8: The feeling of readiness among teachers in lower secondary education (ISCED 2) for work based on the content, theory and practice of teaching, depending on whether or not they have completed ITE, 2013 Content Theory Practice ITE completed ITE not completed ITE completed ITE not completed ITE completed ITE not completed % S.E. S.E. S.E. S.E. S.E. S.E. S.E. S.E. S.E. S.E. S.E. S.E. EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS Source: Eurydice, on the basis of TALIS 2013 (see Figure 2.4). Teachers' feeling of readiness: Very Well: Well: Data calculated on the basis of the answers to question TT2G11 and the answers 'well' and 'very well' to question TT2G13. 12

15 Appendix Table 2.9: Proportion of teachers with no more than five years of experience in lower secondary education (ISCED 2) who took part in formal induction programmes as newcomers to teaching, 2013 EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS % S.E Source: Eurydice, on the basis of TALIS 2013 (see Figure 2.6). Data calculated on the basis of the answers to question TT2G19A and TT2G05B. Table 2.10: The predictive value of certain selected factors in participation by teachers in lower secondary education (ISCED 2) in induction programmes, as newcomers to their profession, 2013 Odds ratios EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS A B C D E F G A Teachers aged no more than 40 years D An induction programme for new teachers is available at their school F Location in a city (over inhabitants) B Teachers with no more than 5 years of teaching experience E Teachers have permanent employee status G High school enrolment (over 400 pupils) C Teachers with no more than 5 years of experience at their school Source: Eurydice, based on OECD, TALIS 2013 (see Figure 2.7). s Odds ratios for each of the predicting factors are considered under the control of all others. For further explanation on multiple logistic regressions, see the Statistical Note. The odds ratios associated with the predicting factors represent the increase likelihood of having participated to an induction programme as a newcomer to the profession according to the score to the question. Only significant values are indicated in the table. The analysis is based on combining the 'participation to an induction programme as a new teacher' factor (answers to questions TT2G19A) to 7 selected factors. A Answers to question TT2G02 C Answers to question TT2G05A E Answers to question TT2G06 G Answers to question TC2G14 B Answers to question TT2G05B D Answers to question TC2G33A F Answers to question TC2G09 Table 2.11: Proportion of teachers in lower secondary education (ISCED 2) who can access certain types of activity within induction programmes, as reported by school heads, 2013 A S.E B S.E C S.E D S.E E S.E F S.E G S.E H S.E A Mentoring C Courses/seminars E Networking/virtual communities G Collaboration with other schools B Scheduled meetings with the school head and/or colleagues D Team teaching F Peer review H Diaries/journals Source: Eurydice, based on OECD, TALIS 2013 (see Figure 2.8). Data calculated on the basis of the questions TC2G35A to TC2G35I for respondents having answered 'yes' to question TC2G33A. 13

16 The Teaching Profession in Europe: Practices, Perceptions, and Policies Table 2.12: Proportion, by age group, of teachers in lower secondary education (ISCED 2), who have currently been assigned a mentor, 2013 < 30 years S.E years S.E years S.E years S.E years S.E Source: Eurydice, based on OECD, TALIS 2013 (see Figure 2.10). Data calculated on the basis of the answers to questions TT2G20A and TT2G02. Table 2.13: The predictive value of certain selected factors in the current assignment of a mentor to teachers in lower secondary education (ISCED 2), 2013 Odds ratios EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS A B C D E F G A Teachers with no more than 5 years of teaching experience D Employment on a fixed-term contract F Location in a city (over inhabitants) B Teachers with no more than 5 years of experience at their school E A mentoring system is available at the school G High school enrolment (over 400 pupils) C Teachers aged no more than 40 years Source: Eurydice, based on OECD, TALIS 2013 (see Figure 2.11). s Odds ratios for each of the predicting factors are considered under the control of all others. For further explanation on multiple logistic regressions, see the Statistical Note. The odds ratios associated with the predicting factors represent the increase likelihood of currently having a mentor according to the score to the question. Only significant values are indicated in the table. The analysis is based on combining the 'presently having an assigned mentor' factor (answers to questions TT2G20A) to 7 selected factors. A Answers to question TT2G05B C Answers to question TT2G02 E Answers to question TC2G36, options 1, 2 and/or 3 G Answers to question TC2G14 B Answers to question TT2G05A D Answers to question TT2G06 F Answers to question TC2G09 Table 2.14: The predictive value of certain selected factors in the designation, as mentors, of teachers in lower secondary education (ISCED 2), 2013 Odds ratios EU BE nl BG CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE UK-ENG IS NO RS A B C D E F G H A B Teachers with over 10 years of teaching experience Teachers with over 5 years of experience at their school C Teachers aged over 40 years E Permanent employee status G Location in a city (over inhabitants) D Teachers have taken part in an induction programme as newcomers to teaching Source: Eurydice, based on OECD, TALIS 2013 (see Figure 2.12). s 14 F A mentoring system is available at the school H High school enrolment (over 400 pupils) Odds ratios for each of the predicting factors are considered under the control of all others. For further explanation on multiple logistic regressions, see the Statistical Note. The odds ratios associated with the predicting factors represent the increase likelihood of acting as a mentor according to the score to the question. Only significant values are indicated in the table.