Appendix to The Teaching Profession

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

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: http://www.oecd.org/edu/school/questionnaires%20talis%202013.pdf. The full 2013 TALIS database is available at http://stats.oecd.org/index.aspx?datasetcode=talis_2013%20. 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: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/publications:the_teaching_profession_in_europe:_practices,_perception s,_and_policies. Please note that this appendix is also available in xls format at the same address. Eurydice Report Education and Training

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, 2015. Appendix to the Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union. ISBN 978-92-9201-901-3 doi:10.2797/682522 EC-01-15-454-EN-N This document is also available on the Internet (http://ec.europa.eu/eurydice). Text completed in June 2015. Education, Audiovisual and Culture Executive Agency, 2015. 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. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: eacea-eurydice@ec.europa.eu Website: http://ec.europa.eu/eurydice

CONTENT DEMOGRAPHICS AND WORKING CONDITIONS 7 Table 1.1: Proportion of teachers by gender in lower secondary education (ISCED 2), 2013 7 Table 1.2: Proportion by age group of men and women teachers in lower secondary education (ISCED 2), 2013 7 Table 1.3: Proportion by age group of teachers in lower secondary education (ISCED 2), 2013 8 Table 1.4: Proportion of teachers employed in public-sector and private schools in lower secondary education (ISCED 2), 2013 8 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 8 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 9 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, 2013 10 Table 2.2: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, 2013 10 Table 2.3: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by age group, 2013 11 Table 2.4: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by subject taught, 2013 11 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 11 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 11 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 12 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 12 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 13 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 13 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 13 Table 2.12: Proportion, by age group, of teachers in lower secondary education (ISCED 2), who have currently been assigned a mentor, 2013 14 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 14 Table 2.14: The predictive value of certain selected factors in the designation, as mentors, of teachers in lower secondary education (ISCED 2), 2013 14 CONTINUING PROFESSIONAL DEVELOPMENT 15 Table 3.1: Scale of overall needs in professional development, as expressed by teachers in lower secondary education (ISCED 2), 2013 15 Table 3.2: Scale of overall needs in professional development, as expressed by teachers in lower secondary education (ISCED 2), according to age group, 2013 15 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, 2013 15 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, 2013 16 3

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, 2013 17 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, 2013 20 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, 2013 21 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, 2013 22 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, 2013 23 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, 2013 24 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, 2013 25 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, 2013 26 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, 2013 26 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, 2013 26 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, 2013 27 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, 2013 28 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, 2013 31 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, 2013 32 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, 2013 33 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, 2013 34 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, 2013 35 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, 2013 36 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, 2013 36 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, 2013 37 Table 3.17: Proportion of lower secondary (ISCED 2) teachers declaring having received incentives for professional development activities according to its type, 2013 38 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, 2013 38 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, 2013 38 4

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, 2013 39 TRANSNATIONAL MOBILITY 40 Table 4.1: Proportion of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes, 2013 40 Table 4.2: Mean ages of teachers in lower secondary education (ISCED 2) who have been abroad or not for professional purposes, 2013 40 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), 2013 40 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, 2013 40 Table 4.5: Proportion of teachers in lower secondary education (ISCED 2) who have been abroad for professional purposes, by subject taught, 2013 41 Table 4.6: Proportion of mobile teachers in lower secondary education (ISCED 2), with respect to their professional reasons for going abroad, 2013 41 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, 2013 42 Table 4.8: Predictive effect of 11 selected factors on the transnational mobility for professional purposes of teachers in lower secondary education (ISCED 2), 2013 42 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, 2013 43 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), 2013 43 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), 2013 44 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), 2013 46 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, 2013 46 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, 2013 50 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, 2013 51 5

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

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 32.2 37.0 19.1 26.0 29.1 34.9 17.9 : 33.8 42.2 35.5 : 21.1 29.5 16.1 Female 67.8 63.0 80.9 74.0 70.9 65.1 82.1 : 66.2 57.8 64.5 : 78.9 70.5 83.9 % LT LU HU MT NL AT PL PT RO SI SK FI SE UK Male 17.7 43.2 22.3 30.8 49.3 28.5 26.2 28.9 30.7 21.0 23.7 27.8 23.1 37.0 Female 82.3 56.8 77.7 69.2 50.7 71.5 73.8 71.1 69.3 79.0 76.3 72.2 76.9 63.0 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 30-39 years 40-49 years 50-59 years 60 years Men Women Men Women Men Women Men Women Men Women EU 28.8 71.2 32.3 67.7 30.6 69.4 31.8 68.2 42.3 57.7 BE 28.7 71.3 35.0 65.0 38.6 61.4 41.2 58.8 59.4 40.6 BG 25.1 74.9 15.8 84.2 15.6 84.4 18.7 81.3 47.8 52.2 CZ 34.2 65.8 38.0 62.0 17.6 82.4 18.8 81.2 52.0 48.0 DK 28.1 71.9 29.7 70.3 25.6 74.4 28.9 71.1 37.6 62.4 DE 21.6 78.4 35.9 64.1 35.8 64.2 31.3 68.7 47.3 52.7 EE 20.3 79.7 19.2 80.8 15.5 84.5 17.8 82.2 19.1 80.9 IE : : : : : : : : : : EL 24.8 75.2 26.9 73.1 30.3 69.7 39.7 60.3 60.6 39.4 ES 33.6 66.4 39.3 60.7 40.8 59.2 46.2 53.8 50.5 49.5 FR 31.1 68.9 35.1 64.9 35.3 64.7 37.9 62.1 35.7 64.3 HR : : : : : : : : : : IT 71.8 28.2 21.2 78.8 16.6 83.4 22.1 77.9 25.1 74.9 CY 19.5 80.5 23.1 76.9 40.7 59.3 29.1 70.9 51.3 48.7 LV 32.7 67.3 15.5 84.5 12.4 87.6 16.2 83.8 18.3 81.7 LT 24.5 75.5 15.2 84.8 14.8 85.2 18.5 81.5 23.9 76.1 LU 30.6 69.4 43.5 56.5 46.4 53.6 54.6 45.4 58.8 41.2 HU 28.8 71.2 23.3 76.7 20.8 79.2 21.2 78.8 33.4 66.6 MT 23.3 76.7 29.0 71.0 38.8 61.2 40.8 59.2 48.6 51.4 NL 38.2 61.8 42.4 57.6 43.9 56.1 55.9 44.1 69.9 30.1 AT 23.9 76.1 30.0 70.0 25.7 74.3 28.7 71.3 48.6 51.4 PL 29.6 70.4 26.8 73.2 25.2 74.8 24.2 75.8 35.8 64.2 PT 35.8 64.2 30.6 69.4 26.2 73.8 29.7 70.3 41.0 59.0 RO 24.8 75.2 26.4 73.6 24.7 75.3 33.5 66.5 74.3 25.7 SI 16.4 83.6 22.3 77.7 18.1 81.9 21.6 78.4 39.1 60.9 SK 24.2 75.8 26.3 73.7 22.3 77.7 18.9 81.1 36.7 63.3 FI 25.5 74.5 27.3 72.7 28.8 71.2 27.6 72.4 28.9 71.1 SE 30.1 69.9 24.1 75.9 21.4 78.6 21.9 78.1 23.6 76.4 UK 33.2 66.8 35.8 64.2 38.3 61.7 39.4 60.6 49.3 50.7 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

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 30-39 years 40-49 years 50-59 years 60 years % <30 years 30-39 years 40-49 years 50-59 years 60 years EU 8.6 25.0 28.3 29.5 8.7 LT 7.3 20.6 29.3 32.8 10.0 BE 18.4 27.9 25.0 26.1 2.5 LU 22.3 38.9 21.9 15.3 1.6 BG 4.2 18.5 31.5 40.3 5.5 HU 5.7 23.0 32.9 36.2 2.2 CZ 8.5 24.9 34.6 27.2 4.7 MT 31.4 36.2 19.0 11.3 2.1 DK 5.2 30.1 28.6 25.3 10.8 NL 14.4 22.7 20.9 30.7 11.4 DE 7.2 19.2 23.2 35.5 14.8 AT 7.3 16.9 27.4 44.8 3.6 EE 7.9 16.8 25.6 31.1 18.5 PL 9.8 35.5 33.1 19.6 2.0 IE : : : : : PT 1.4 25.1 40.6 29.6 3.2 EL 1.5 19.8 41.0 34.4 3.3 RO 16.1 35.2 22.1 19.2 7.4 ES 3.1 25.9 37.1 29.1 4.8 SI 5.9 33.9 27.6 30.2 2.5 FR 8.7 33.3 30.7 22.5 4.7 SK 13.5 28.4 22.4 28.8 6.9 HR : : : : : FI 8.8 30.5 30.6 25.2 4.9 IT 0.1 8.0 28.6 44.1 19.1 SE 6.0 25.0 29.1 24.3 15.6 CY 6.3 41.7 27.5 23.2 1.3 UK 22.1 32.7 23.5 17.6 4.0 LV 5.9 18.0 31.5 34.4 10.2 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 82.3 38.7 97.6 : 84.8 89.0 94.5 : 95.3 71.9 80.8 99.5 94.3 81.6 97.6 Private 17.7 61.3 2.4 : 15.2 11.0 5.5 : 4.7 28.1 19.2 0.5 5.7 18.4 2.4 % LT LU HU MT NL AT PL PT RO SI SK FI SE UK Public 97.6 89.6 84.5 61.6 : 91.6 89.0 89.8 99.4 99.5 91.4 95.4 88.3 31.3 Private 2.4 10.4 15.5 38.4 : 8.4 11.0 10.2 0.6 0.5 8.6 4.6 11.7 68.7 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 78.2 0.75 15.5 0.7 6.30 0.5 NL 22.1 5.24 77.9 5.2 0.00 0.0 BE nl 26.5 1.30 73.5 1.3 0.00 0.0 PL 94.7 1.37 5.3 1.4 0.00 0.0 BG 99.2 0.58 0.0 0.0 0.79 0.6 PT 88.5 0.95 3.4 0.7 8.12 1.2 CZ 95.7 0.35 3.8 0.5 0.53 0.3 RO 100.0 0.00 0.0 0.0 0.00 0.0 DK 75.6 2.82 24.4 2.8 0.00 0.0 SK 91.2 1.65 8.8 1.6 0.00 0.0 EE 95.2 1.62 4.1 1.9 0.65 0.4 FI 95.3 1.58 4.0 1.2 0.74 1.0 ES 73.7 1.93 18.2 2.2 8.11 1.9 SE 86.6 1.27 13.4 1.3 0.00 0.0 FR 81.9 1.13 7.8 1.5 10.36 1.7 UK-ENG 51.4 3.93 33.1 3.7 15.48 2.1 HR 98.4 1.12 0.9 0.9 0.74 0.7 IS 98.4 0.00 1.6 0.0 0.00 0.0 IT 95.5 0.21 0.0 0.0 4.54 0.2 NO 94.6 3.12 5.4 3.1 0.00 0.0 CY 80.3 0.11 0.0 0.0 19.72 0.1 RS 100.0 0.00 0.0 0.0 0.00 0.0 LV 98.6 1.46 0.3 0.3 1.01 1.4 Source: Eurydice, on the basis of TALIS 2013. 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

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 <30 30-39 40-49 50-59 >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 66.3 1.97 27.0 1.83 6.6 0.81 76.0 1.17 16.7 0.97 7.2 1.05 80.0 0.75 13.4 0.74 6.6 0.64 81.3 0.73 13.3 0.74 5.3 0.41 83.3 1.26 12.5 1.10 4.3 0.83 BE nl 27.7 2.10 72.3 2.10 0.0 0.00 29.1 1.88 70.9 1.88 0.0 0.00 23.2 1.77 76.8 1.77 0.0 0.00 24.7 2.17 75.3 2.17 0.0 0.00 39.6 11.98 60.4 11.98 0.0 0.00 BG 97.1 2.89 0.0 0.00 2.9 2.89 99.1 0.67 0.0 0.00 0.9 0.67 98.9 0.98 0.0 0.00 1.1 0.98 99.7 0.22 0.0 0.00 0.3 0.22 99.2 0.85 0.0 0.00 0.8 0.85 CZ 93.4 1.22 6.1 1.26 0.5 0.31 94.4 0.52 4.8 0.71 0.7 0.41 95.6 0.37 3.7 0.48 0.7 0.37 97.3 0.54 2.5 0.56 0.3 0.17 98.0 0.58 1.7 0.65 0.3 0.16 DK 55.8 7.27 44.2 7.27 0.0 0.00 75.2 3.16 24.8 3.16 0.0 0.00 76.9 3.43 23.1 3.43 0.0 0.00 75.7 3.76 24.3 3.76 0.0 0.00 83.7 3.41 16.3 3.41 0.0 0.00 EE 94.3 2.54 4.9 2.81 0.8 0.53 93.7 2.03 5.4 2.37 1.0 0.67 94.6 1.52 4.6 1.71 0.8 0.46 95.4 2.01 4.1 2.28 0.5 0.29 97.9 1.17 1.7 1.11 0.4 0.39 ES 38.5 7.09 38.8 7.13 22.7 8.32 66.1 3.25 23.9 3.56 10.0 2.62 74.5 1.96 17.3 2.31 8.2 2.13 82.5 2.04 12.7 2.03 4.8 1.39 63.2 5.34 23.1 5.08 13.7 4.28 FR 83.0 3.26 6.5 1.64 10.6 3.28 85.2 1.52 6.9 1.62 7.9 1.60 81.6 1.66 7.1 1.51 11.3 2.08 76.6 2.19 10.5 2.16 12.9 2.11 82.0 4.34 8.9 3.27 9.0 3.18 HR 98.6 1.41 0.0 0.00 1.4 1.41 97.9 1.48 1.1 1.11 1.0 1.00 98.0 1.50 1.4 1.34 0.7 0.68 98.9 0.83 0.8 0.78 0.3 0.28 99.6 0.37 0.4 0.37 0.0 0.00 IT 65.7 7.82 0.0 0.00 34.3 7.82 89.0 1.38 0.0 0.00 11.0 1.38 96.1 0.36 0.0 0.00 3.9 0.36 98.0 0.25 0.0 0.00 2.0 0.25 96.3 1.35 0.0 0.00 3.7 1.35 CY 16.7 3.76 0.0 0.00 83.3 3.76 74.3 1.26 0.0 0.00 25.7 1.26 89.4 1.11 0.0 0.00 10.6 1.11 94.7 0.87 0.0 0.00 5.3 0.87 79.0 6.26 0.0 0.00 21.0 6.26 LV 95.6 4.15 1.6 1.62 2.8 3.88 98.4 1.66 0.5 0.51 1.1 1.59 98.9 1.19 0.3 0.26 0.8 1.16 98.7 1.51 0.3 0.30 1.0 1.48 99.5 0.73 0.0 0.00 0.5 0.73 NL 27.2 7.72 72.8 7.72 0.0 0.00 19.0 4.54 81.0 4.54 0.0 0.00 23.9 5.95 76.1 5.95 0.0 0.00 19.7 4.70 80.3 4.70 0.0 0.00 24.1 5.97 75.9 5.97 0.0 0.00 PL 91.0 4.52 9.0 4.52 0.0 0.00 94.5 1.20 5.5 1.20 0.0 0.00 96.1 0.72 3.9 0.72 0.0 0.00 95.5 1.92 4.5 1.92 0.0 0.00 78.2 10.53 21.8 10.53 0.0 0.00 PT 52.1 12.71 15.0 7.95 32.9 13.33 79.6 1.72 6.4 1.91 14.0 2.66 91.0 1.46 2.6 0.75 6.4 1.35 94.6 1.11 1.3 0.47 4.1 1.07 80.1 4.69 6.3 2.54 13.6 4.16 RO 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 SK 86.9 3.07 13.1 3.07 0.0 0.00 89.4 2.04 10.6 2.04 0.0 0.00 91.0 1.91 9.0 1.91 0.0 0.00 94.5 1.36 5.5 1.36 0.0 0.00 94.8 1.47 5.2 1.47 0.0 0.00 FI 97.2 1.55 2.8 1.55 0.0 0.00 93.7 2.56 5.3 2.13 1.0 1.46 96.4 1.29 3.1 1.09 0.5 0.68 95.3 1.84 3.8 1.32 0.9 1.28 94.4 1.72 4.7 1.07 0.9 1.30 SE 65.6 5.87 34.4 5.87 0.0 0.00 86.4 1.65 13.6 1.65 0.0 0.00 86.9 1.52 13.1 1.52 0.0 0.00 88.5 2.07 11.5 2.07 0.0 0.00 90.7 2.32 9.3 2.32 0.0 0.00 UK-ENG 56.0 4.56 35.5 4.47 8.5 1.22 52.6 4.55 31.6 3.87 15.7 4.32 49.2 4.35 33.1 4.21 17.7 2.39 46.6 3.90 32.6 3.72 20.9 1.56 50.4 8.56 39.4 8.31 10.2 6.69 IS 99.0 1.02 1.0 1.02 0.0 0.00 97.7 0.66 2.3 0.66 0.0 0.00 98.9 0.33 1.1 0.33 0.0 0.00 98.9 0.64 1.1 0.64 0.0 0.00 97.6 1.59 2.4 1.59 0.0 0.00 NO 95.2 3.40 4.8 3.40 0.0 0.00 91.8 4.80 8.2 4.80 0.0 0.00 94.2 4.19 5.8 4.19 0.0 0.00 95.7 2.55 4.3 2.55 0.0 0.00 99.0 1.05 1.0 1.05 0.0 0.00 RS 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 100 0.00 0.0 0.00 0.0 0.00 A Public-sector schools B Government-dependent private institutions C Private independent institutions Source: Eurydice, on the basis of TALIS 2013. 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

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 2.0 2.6 1.0 4.4 2.1 5.2 3.4 0.9 0.0 3.6 0.0 1.4 4.1 0.1 0.3 1.2 1.6 1.1 3.8 1.4 10.0 2.0 1.6 S.E. 0.09 0.31 0.23 0.44 0.45 0.50 0.31 0.18 0.00 0.37 0.00 0.30 0.77 0.04 0.12 0.30 0.31 0.20 0.37 0.30 0.91 0.42 0.26 < 30 years 2.1 1.5 2.8 10.4 10.7 13.1 2.0 0.2 0.0 8.4 0.0 1.8 9.3 0.0 0.0 2.7 0.8 2.8 11.4 0.8 8.5 4.8 1.3 S.E. 0.25 0.49 2.28 1.98 3.19 2.26 0.45 0.15 0.00 4.57 0.00 0.90 2.12 0.04 0.04 1.13 0.42 1.34 3.31 0.31 3.05 2.09 0.39 30-39 years 0.9 2.4 0.3 4.5 1.6 3.6 3.3 2.0 0.0 0.9 0.0 1.1 2.5 0.2 0.5 0.5 1.2 1.1 2.1 1.4 3.0 2.1 1.2 S.E. 0.12 0.61 0.18 0.80 0.60 0.78 0.48 0.59 0.00 0.53 0.00 0.23 0.58 0.17 0.24 0.36 0.45 0.39 0.54 0.66 0.86 0.74 0.42 40-49 years 1.5 4.1 0.7 4.7 1.5 5.5 4.3 8.1 0.0 0.4 0.0 0.5 4.4 0.2 1.9 1.2 3.7 0.9 3.5 2.9 7.5 2.5 0.7 S.E. 0.14 0.64 0.34 0.90 0.57 0.88 0.74 2.45 0.00 0.20 0.00 0.21 1.90 0.17 1.42 0.49 0.99 0.31 0.62 1.21 1.26 0.90 0.35 50-59 years 2.9 2.7 1.0 2.6 2.1 4.5 7.3 8.1 0.0 4.4 0.0 0.7 2.5 0.2 1.9 2.0 0.7 1.0 4.8 7.8 7.8 0.9 0.9 S.E. 0.25 0.65 0.36 0.66 0.54 0.80 2.39 2.45 0.00 0.64 0.00 0.70 0.76 0.17 1.42 1.03 0.48 0.37 0.83 3.24 1.56 0.24 0.60 60 years 6.5 2.1 3.3 1.2 2.1 3.8 7.3 8.1 0.0 13.8 0.0 0.7 2.8 0.2 1.9 0.5 0.7 0.5 3.3 7.8 45.2 0.4 0.9 S.E. 0.60 2.14 1.81 0.87 0.54 0.81 2.39 2.45 0.00 1.88 0.00 0.70 1.41 0.17 1.42 0.35 0.48 0.52 1.00 3.24 4.55 0.39 0.60 Occupation-oriented tertiary level (ISCED 5B) TOTAL 5.4 85.4 7.8 1.9 0.6 5.9 1.0 3.6 17.7 15.8 0.7 1.5 0.7 0.0 2.4 5.4 0.2 2.9 7.7 1.7 4.7 0.0 15.5 S.E. 0.12 0.80 0.75 0.27 0.17 0.46 0.19 0.38 0.77 0.61 0.16 0.33 0.22 0.03 0.24 0.52 0.09 0.39 0.49 0.27 0.47 0.00 0.77 < 30 years 3.6 82.8 3.3 1.4 0.9 2.5 0.2 0.5 0.9 2.0 0.4 2.5 0.4 0.2 0.9 0.2 0.4 1.7 3.3 0.3 1.3 0.0 4.6 S.E. 0.19 1.58 1.91 0.71 0.94 0.94 0.11 0.47 0.36 2.01 0.25 0.93 0.27 0.17 0.25 0.18 0.29 0.99 1.47 0.14 0.61 0.00 0.69 30-39 years 2.5 87.4 2.9 1.8 0.3 8.9 0.8 0.7 4.8 8.4 0.9 1.2 0.5 0.1 5.8 0.6 0.1 1.3 2.5 1.5 5.2 0.0 8.1 S.E. 0.13 1.34 0.87 0.51 0.25 1.24 0.29 0.27 0.90 1.20 0.46 0.43 0.32 0.06 0.70 0.31 0.08 0.41 0.70 0.55 0.88 0.00 0.93 40-49 years 4.7 85.6 6.1 2.1 0.7 7.0 1.4 2.8 35.4 16.7 0.8 1.7 1.1 0.1 18.3 4.2 0.1 3.5 4.5 5.7 9.3 0.0 27.2 S.E. 0.25 1.39 1.10 0.51 0.42 0.93 0.32 0.62 2.32 1.28 0.34 0.48 0.74 0.06 5.09 1.11 0.08 0.64 0.69 1.54 1.64 0.00 2.17 50-59 years 8.9 85.5 11.2 2.0 0.8 5.0 5.2 9.2 76.3 19.9 1.9 1.1 0.9 0.1 18.3 12.3 0.1 4.1 13.2 8.2 4.0 0.0 60.1 S.E. 0.34 1.39 1.13 0.52 0.43 0.74 2.50 1.16 2.11 1.09 1.87 0.81 0.50 0.06 5.09 1.89 0.08 0.84 1.25 3.57 1.64 0.00 2.70 60 years 10.9 85.0 11.7 1.4 0.4 4.0 5.2 9.3 76.3 10.7 1.9 1.1 0.1 0.1 18.3 22.6 0.1 4.2 16.6 8.2 4.0 0.0 60.1 S.E. 0.76 8.58 2.77 0.71 0.44 0.95 2.50 2.85 2.11 1.48 1.87 0.81 0.11 0.06 5.09 3.32 0.08 1.97 2.04 3.57 1.64 0.00 2.70 Academic tertiary level (at least ISCED 5A) TOTAL 92.5 11.9 91.2 93.7 97.3 88.9 95.6 95.5 82.3 80.5 99.3 97.1 95.2 99.9 97.2 93.4 98.2 96.0 88.5 96.9 85.3 98.0 82.8 S.E. 0.14 0.76 0.79 0.56 0.49 0.69 0.34 0.42 0.77 0.64 0.16 0.41 0.75 0.05 0.25 0.64 0.32 0.44 0.69 0.39 0.97 0.42 0.83 < 30 years 94.3 15.8 93.9 88.2 88.3 84.4 100 99.5 96.5 89.6 100 90.5 90.4 99.8 100 97.0 99.1 95.6 85.4 99.3 89.4 95.2 89.2 S.E. 0.31 1.61 2.94 2.09 3.07 2.38 0.00 0.47 0.74 4.82 0.00 3.45 2.12 0.17 0.00 1.15 0.80 1.58 3.33 0.34 3.40 2.09 1.71 30-39 years 96.6 10.3 96.8 93.7 98.1 87.5 97.8 99.3 99.1 90.7 99.6 95.8 97.1 99.9 98.9 98.9 99.2 97.6 95.5 98.9 95.7 97.9 94.1 S.E. 0.17 1.20 0.89 1.05 0.60 1.41 0.45 0.27 0.36 1.32 0.25 1.22 0.66 0.07 0.44 0.47 0.42 0.55 0.77 0.33 0.99 0.74 0.84 40-49 years 93.8 10.3 93.2 93.2 97.8 87.4 95.9 96.9 95.2 82.9 99.1 97.8 94.5 100 99.1 94.6 98.4 95.6 92.0 97.1 87.4 97.5 90.7 S.E. 0.30 1.39 1.11 1.08 0.75 1.25 0.49 0.63 0.90 1.26 0.46 0.48 2.03 0.00 0.25 1.21 0.54 0.71 0.85 0.87 1.66 0.90 1.08 50-59 years 88.2 11.8 87.8 95.4 97.0 90.5 94.2 88.8 64.6 75.6 99.2 97.8 96.6 99.8 93.7 85.7 96.2 94.9 82.0 91.4 83.0 99.1 72.1 S.E. 0.40 1.33 1.17 0.84 0.74 1.10 0.81 1.32 2.32 1.18 0.34 0.53 0.79 0.17 0.74 2.16 0.99 0.96 1.45 1.84 2.23 0.24 2.10 60 years 82.6 12.9 85.1 97.4 99.6 92.2 87.5 82.6 23.7 75.5 98.1 98.2 97.1 100 79.8 77.0 99.3 95.3 80.1 84.1 50.8 99.6 39.1 S.E. 0.87 8.45 3.43 1.13 0.44 1.20 3.15 3.07 2.11 2.16 1.87 1.08 1.41 0.00 5.35 3.34 0.48 2.04 2.19 4.98 4.46 0.39 2.81 Source: Eurydice, on the basis of TALIS 2013. s Data calculated on the basis of the answers to the questions TT2G10 and TT2G02. Data collected and presented on the basis of ISCED 1997. 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 % 91.2 98.3 97.7 76.7 93.5 94.4 97.5 90.1 94.9 79.1 89.7 90.8 91.5 99.4 82.1 97.1 89.4 92.5 89.9 91.9 92.4 92.5 71.4 S.E. 0.20 0.26 0.32 0.79 0.87 0.44 0.33 0.52 0.48 0.81 0.64 0.80 1.10 0.14 0.76 0.42 0.69 0.66 0.68 0.64 0.67 0.89 0.96 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

Appendix Table 2.3: Proportion of teachers in lower secondary education (ISCED 2) who have completed ITE, by age group, 2013 < 30 years 89.3 98.3 94.3 71.7 81.7 79.0 96.9 86.0 94.1 45.4 50.9 75.6 82.5 99.2 60.8 93.4 81.6 90.3 81.1 91.7 81.2 85.0 49.8 S.E. 0.77 0.48 2.48 2.57 3.34 3.18 1.76 2.70 1.25 8.06 4.24 4.60 2.71 0.60 9.01 1.76 2.06 2.21 3.74 1.30 3.80 3.06 2.58 30-39 years 92.1 98.4 96.7 76.9 93.9 93.1 96.6 92.5 94.4 74.0 88.6 93.5 90.9 99.3 75.9 98.4 87.1 93.5 91.7 93.0 91.0 93.5 74.8 S.E. 0.39 0.30 0.88 1.72 1.04 1.02 0.74 0.80 0.73 2.31 1.10 1.35 1.53 0.27 1.38 0.56 1.24 1.17 1.08 1.52 1.40 1.14 1.39 40-49 years 91.2 98.6 98.4 74.8 93.8 96.0 97.3 91.8 94.9 77.2 94.8 92.3 91.9 99.6 83.7 98.1 92.6 93.5 88.9 91.3 94.4 92.3 77.9 S.E. 0.38 0.50 0.52 1.48 1.57 0.78 0.50 0.91 0.82 1.35 0.95 1.11 2.00 0.18 1.09 0.65 1.18 0.93 1.19 1.19 1.05 1.31 1.89 50-59 years 90.7 98.1 97.9 80.5 94.5 96.6 98.4 86.4 95.6 80.5 95.4 89.5 95.8 99.5 85.3 96.2 90.9 91.3 89.8 90.0 91.9 95.2 73.0 S.E. 0.38 0.47 0.39 1.57 1.14 0.59 0.50 1.30 1.05 1.25 1.02 1.36 0.96 0.29 1.27 0.80 1.16 1.26 1.29 1.50 1.48 1.17 1.97 60 years 92.3 85.2 97.4 76.3 95.9 95.5 97.3 84.7 96.1 90.1 96.1 93.0 95.8 97.2 94.4 97.3 94.5 90.1 92.2 98.6 97.8 93.2 62.4 S.E. 0.71 8.91 1.29 3.28 1.63 0.90 1.52 2.84 1.00 1.77 2.87 1.64 1.38 2.98 2.32 1.08 1.63 2.51 1.47 1.39 1.28 1.85 3.00 Source: Eurydice, on the basis of TALIS 2013. 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 91.9 99.2 99.2 78.3 95.7 95.9 98.1 91.1 97.3 82.7 90.9 91.3 93.8 99.4 81.7 98.2 91.3 90.4 94.1 93.1 93.5 93.9 76.1 S.E. 0.38 0.27 0.51 1.62 1.02 0.84 0.64 1.01 0.68 1.25 1.17 1.85 1.81 0.36 1.51 0.59 1.19 1.70 0.89 1.13 1.16 1.19 2.13 B 90.6 99.1 98.4 81.5 92.7 96.4 96.9 89.9 94.8 79.7 87.1 94.1 92.7 99.8 75.8 95.6 92.2 89.3 90.9 90.9 91.2 93.5 69.0 S.E. 0.42 0.29 0.65 1.73 1.46 0.99 0.67 1.21 1.11 1.77 2.33 1.51 2.03 0.16 2.34 1.40 1.23 1.52 1.16 1.56 1.38 0.97 2.59 C 90.6 99.5 98.3 79.8 95.4 95.9 98.1 88.4 95.1 79.0 82.5 88.7 89.5 99.0 80.9 95.5 91.3 91.4 90.7 93.0 93.7 93.3 70.0 S.E. 0.43 0.32 0.71 1.34 0.98 0.80 0.52 1.50 0.75 1.78 2.59 1.97 2.31 0.56 1.55 1.10 1.00 1.20 1.32 1.53 1.64 1.20 2.00 D 91.4 99.2 98.5 77.7 93.6 96.6 98.8 89.6 97.1 78.5 87.6 89.0 89.9 100.0 88.4 98.9 90.0 90.6 92.7 95.1 93.5 92.7 74.3 S.E. 0.41 0.37 0.23 1.30 1.39 0.87 0.61 1.50 0.84 1.74 2.00 2.22 2.20 0.00 1.75 0.50 1.10 1.57 1.15 1.14 1.55 1.57 2.53 E 91.0 98.8 94.9 74.9 94.5 96.2 97.6 87.9 96.5 81.0 89.2 89.4 92.3 99.1 83.9 98.0 88.9 91.8 90.7 93.5 93.7 92.8 71.0 S.E. 0.41 0.48 1.08 1.45 1.01 0.85 0.72 1.20 0.89 1.64 1.82 1.91 1.86 0.45 1.69 0.89 1.10 1.43 1.04 2.32 1.01 1.56 1.82 Source: Eurydice, on the basis of TALIS 2013. 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 % 80.0 90.2 92.7 88.5 94.6 87.8 63.2 74.8 91.2 53.3 87.5 91.5 91.6 94.5 88.8 91.3 79.2 95.4 92.4 92.1 79.9 92.3 75.5 S.E. 0.32 0.68 0.65 0.79 0.66 0.57 0.91 1.00 0.64 1.12 0.92 0.71 0.67 0.50 0.63 0.68 0.98 0.38 0.69 0.59 1.01 0.49 1.07 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 90.7 93.4 93.3 93.6 98.4 87.4 57.6 76.8 94.5 77.9 75.3 95.5 96.6 97.8 97.2 94.3 87.8 95.8 97.7 95.3 80.5 95.3 74.5 S.E. 0.79 1.07 3.23 1.77 1.62 2.22 6.03 3.28 1.26 11.23 4.94 1.36 1.04 0.72 2.87 1.58 2.22 1.43 1.63 1.17 4.92 1.18 4.08 30-39 years 87.6 90.9 91.5 92.6 94.9 89.7 66.7 83.4 93.9 88.3 88.0 92.7 95.3 95.9 92.8 92.3 80.4 96.7 95.5 92.6 78.7 91.3 77.5 S.E. 0.45 1.10 1.26 1.02 1.09 1.34 1.69 1.31 0.77 1.84 1.56 1.59 1.07 0.65 0.97 0.93 1.67 0.66 0.86 1.27 1.99 1.30 1.74 40-49 years 78.9 88.6 93.5 87.5 95.4 87.4 61.2 77.4 91.5 57.4 89.3 92.3 92.4 94.9 90.2 90.7 77.7 94.2 95.8 90.4 83.7 93.4 71.6 S.E. 0.58 1.39 1.07 1.68 1.03 1.20 1.38 1.68 1.07 2.26 1.49 1.04 1.78 0.80 0.88 1.39 1.53 0.87 0.73 1.31 1.66 1.07 1.94 50-59 years 71.6 87.6 92.5 85.0 93.0 87.5 62.9 58.9 86.6 40.5 86.8 91.3 90.6 91.2 82.8 89.3 75.9 95.3 88.9 89.8 77.9 94.1 81.3 S.E. 0.72 1.42 0.90 1.44 1.71 1.07 1.70 1.73 1.54 2.03 1.76 1.24 1.53 1.26 1.40 1.59 1.78 0.96 1.32 1.99 2.96 1.23 1.98 60 years 69.0 93.5 93.0 84.7 93.3 87.5 69.8 57.3 85.5 41.3 83.6 86.3 72.4 83.4 84.0 87.4 78.7 96.0 83.2 90.1 74.9 88.1 65.4 S.E. 1.21 4.73 1.73 2.99 1.78 1.56 4.60 4.57 1.82 3.24 6.96 2.83 4.91 6.20 4.08 2.80 3.07 1.65 2.19 4.72 4.41 1.97 3.46 Source: Eurydice, on the basis of TALIS 2013. 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

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 79.6 93.5 94.6 91.8 95.1 88.6 63.3 71.6 93.9 56.1 86.2 92.2 94.1 97.1 94.1 93.7 79.7 93.3 92.2 93.8 80.4 92.8 83.6 S.E. 0.60 0.93 1.22 1.37 0.79 1.52 1.77 2.04 0.79 1.99 1.66 1.28 1.79 0.78 1.02 1.22 1.85 0.97 1.02 1.23 1.84 0.68 1.97 B 77.5 92.7 94.3 88.7 95.3 90.7 62.6 71.1 92.3 50.4 84.5 95.3 91.6 91.9 91.7 91.6 80.7 93.4 92.1 91.5 80.8 93.2 72.2 S.E. 0.70 1.35 1.16 1.74 1.25 1.69 2.10 2.29 1.47 2.12 2.79 1.17 2.31 1.83 1.39 1.70 1.63 0.91 1.11 1.33 1.81 1.07 2.70 C 79.2 94.3 96.8 88.5 94.4 89.3 58.5 74.5 90.7 50.5 87.8 92.0 91.0 94.7 90.1 89.9 81.2 95.6 95.2 94.3 83.2 92.9 74.5 S.E. 0.64 1.17 0.88 1.25 1.11 1.66 2.52 2.41 1.34 2.18 2.54 1.75 2.27 1.16 1.27 1.65 1.63 0.63 0.93 1.23 2.19 1.48 1.99 D 80.6 93.1 93.1 88.5 95.1 88.0 67.1 71.2 92.6 54.6 88.3 91.3 89.8 94.1 85.9 94.2 78.7 93.3 93.1 91.8 78.5 94.0 80.1 S.E. 0.63 1.22 1.51 1.31 1.24 1.41 2.00 2.89 1.40 2.60 2.29 1.85 2.14 1.37 1.61 1.60 1.70 1.10 1.05 1.57 2.30 0.71 2.34 E 80.9 93.5 92.3 89.3 94.7 87.1 66.4 75.4 94.5 56.8 92.4 93.3 87.1 96.8 93.4 91.6 80.9 94.0 93.1 90.9 74.0 93.2 75.3 S.E. 0.67 1.18 1.30 1.11 1.02 1.36 2.23 2.13 1.04 2.24 1.90 1.87 1.76 0.75 1.07 1.45 1.56 0.90 0.89 2.56 2.15 0.91 2.66 Source: Eurydice, on the basis of TALIS 2013. 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 62.3 0.33 33.2 0.31 47.6 1.11 45.0 1.26 41.4 0.40 46.4 0.46 27.5 0.97 50.8 0.98 46.4 0.37 41.1 0.40 31.9 1.01 47.9 1.09 BE nl 55.4 1.06 40.2 0.99 49.2 7.28 43.9 6.48 37.9 1.25 54.9 1.19 22.2 5.73 58.2 7.31 38.9 1.09 51.3 0.92 42.1 8.29 40.8 7.44 BG 67.2 1.20 25.0 1.11 52.0 7.90 36.3 7.75 55.7 1.49 33.9 1.43 31.1 6.92 21.2 6.67 57.8 1.39 30.0 1.22 42.7 7.18 18.1 5.50 CZ 60.1 1.06 38.5 1.03 52.8 1.90 45.6 1.96 42.5 1.24 49.2 1.15 32.2 2.01 58.7 2.04 46.9 1.01 42.4 1.01 41.6 1.63 47.6 2.05 DK 48.8 1.61 44.0 1.60 50.0 6.14 40.9 4.84 34.6 1.44 50.5 1.58 30.8 5.96 45.4 5.25 45.7 1.35 42.4 1.35 41.4 5.98 44.8 4.87 EE 77.3 1.20 20.6 1.09 67.4 3.82 30.3 3.70 62.1 1.22 35.4 1.16 39.6 4.00 48.1 4.25 60.3 1.07 34.3 1.07 43.7 3.57 36.7 3.72 ES 75.3 1.01 23.6 0.96 61.9 7.23 36.5 7.35 36.9 1.00 54.5 0.92 26.5 5.54 57.4 6.62 45.7 1.05 46.9 1.08 42.1 6.08 51.0 6.36 FR 45.4 1.13 45.9 1.08 33.6 2.74 49.6 2.91 12.2 0.69 49.7 1.15 8.4 2.05 38.1 2.89 11.7 0.65 47.6 0.94 7.8 1.70 37.5 2.45 HR 77.6 0.81 20.7 0.78 79.3 3.47 18.1 3.40 52.6 0.91 40.3 0.86 38.6 4.09 45.1 3.75 55.8 0.96 33.9 0.85 40.6 4.31 40.1 3.79 IT 40.9 1.16 55.0 1.15 36.9 2.17 57.9 2.45 31.6 1.14 60.8 1.17 21.6 1.74 60.4 1.82 35.5 1.22 57.1 1.25 24.9 1.91 61.2 2.12 CY 85.6 0.88 13.4 0.85 85.6 2.69 12.2 2.41 65.8 1.19 31.3 1.16 51.6 3.44 41.2 3.82 73.9 1.23 23.0 1.15 55.5 3.63 39.6 3.71 LV 55.0 1.16 43.6 1.13 48.0 3.17 50.4 3.25 43.1 1.27 54.1 1.27 28.9 3.42 65.5 3.83 42.6 1.25 53.2 1.40 34.2 3.50 56.0 4.07 NL 45.0 1.43 48.2 1.40 44.7 4.94 46.3 5.76 29.0 1.17 56.9 1.61 21.4 2.98 57.8 5.19 34.8 1.36 47.6 1.28 21.9 5.45 48.6 5.28 PL 75.5 1.17 22.9 0.91 71.1 9.42 28.9 9.42 64.4 1.11 33.1 0.89 24.8 8.72 68.5 9.29 66.6 1.10 29.1 0.79 48.4 12.41 45.2 12.37 PT 70.9 0.84 27.2 0.83 65.5 2.19 32.9 2.10 48.6 1.04 46.4 1.02 44.2 1.97 50.4 1.90 51.8 1.10 43.5 1.05 44.7 2.21 49.7 2.05 RO 84.3 1.13 15.5 1.13 60.1 6.04 39.9 6.04 65.3 1.40 33.5 1.34 44.2 6.57 45.9 6.79 75.3 1.15 23.2 1.08 44.4 6.74 39.2 7.21 SK 72.5 1.07 26.7 1.05 58.9 2.94 38.7 2.90 56.3 1.10 41.5 1.06 38.0 2.97 54.6 3.34 57.7 1.24 38.3 1.26 43.7 3.25 45.4 3.56 FI 26.2 1.01 46.4 1.13 20.4 2.94 47.2 3.29 16.1 0.76 49.3 1.02 8.7 2.23 37.1 3.37 22.6 0.87 45.2 1.01 10.6 2.39 31.6 3.11 SE 64.4 1.19 32.7 1.09 57.2 3.30 37.6 3.32 46.7 1.14 44.3 1.08 30.6 3.43 49.1 3.04 55.2 1.18 35.1 1.04 48.0 3.14 41.0 2.69 UK-ENG 68.2 0.98 25.2 0.88 64.4 3.29 25.9 3.04 54.1 1.07 36.8 1.43 49.3 4.24 37.5 3.02 61.9 1.06 31.2 1.12 54.6 3.98 34.5 4.15 IS 45.5 1.28 38.1 1.31 30.9 5.32 46.6 5.50 34.4 1.23 45.5 1.49 14.0 4.34 46.6 5.11 44.9 1.25 34.9 1.27 20.9 3.80 39.1 4.93 NO 38.4 1.16 55.2 1.18 38.8 5.59 46.6 5.38 26.8 1.45 63.2 1.18 23.0 4.11 48.5 5.61 35.5 1.35 57.3 1.51 22.2 4.14 48.2 5.83 RS 83.6 0.82 15.2 0.81 77.9 1.43 21.3 1.47 65.0 1.35 32.4 1.28 60.3 1.94 35.1 1.85 69.0 1.34 28.9 1.32 65.3 1.71 31.8 1.60 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

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 % 59.9 67.8 81.1 37.2 39.9 28.1 35.5 67.5 68.0 18.6 47.7 26.2 64.5 32.7 31.6 48.0 58.7 22.2 21.9 92.9 23.2 27.5 55.6 S.E. 0.97 1.89 3.39 2.70 2.99 3.00 5.08 2.63 1.90 2.27 3.58 4.54 3.84 2.86 4.91 2.88 2.30 2.49 2.32 1.11 2.77 4.09 2.31 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 1.4 4.2 1.4 0.6 2.3 0.8 2.1 1.3 0.7 2.4 0.8 0.8 1.4 3.6 1.6 1.6 B 1.6 1.6 2.2 1.5 0.6 1.9 3.9 4 C 1.2 2.6 0.8 1.8 1.3 0.7 1.2 0.6 1.9 1.5 D 1.7 1.3 1.4 1.6 1.4 1.3 1.3 1.4 2.3 E 2.4 1.4 12.9 1.5 14.5 1.3 1.3 5.3 F 2 1.5 1.4 1.5 G 1.3 1.4 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 15 000 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 89.6 91.4 94.6 92.7 91.1 93.5 61.1 78.9 96.6 94.3 94.4 74.4 100.0 91.8 84.9 78.2 98.7 90.9 95.2 96.5 97.4 76.0 98.2 S.E. 1.13 2.68 1.55 3.05 3.02 3.29 6.93 3.75 1.27 2.06 0.17 7.32 0.00 4.20 6.18 4.07 0.90 3.66 2.44 1.63 0.08 9.90 1.07 B 88.5 81.3 91.9 75.1 95.5 86.1 97.7 91.8 88.8 63.7 82.2 96.8 98.1 93.4 90.8 87.8 86.1 91.9 92.0 98.4 60.9 85.8 80.9 S.E. 0.85 3.06 2.49 5.61 2.36 4.74 1.66 2.49 2.31 4.09 0.20 3.11 1.11 4.01 4.72 3.27 3.08 3.56 2.56 0.91 0.22 4.86 3.77 C 60.8 50.5 54.7 70.3 35.1 50.5 57.7 28.5 68.9 71.2 83.3 63.2 52.0 70.4 32.2 55.5 35.2 27.9 18.7 86.4 36.5 47.3 53.7 S.E. 1.53 3.94 4.22 5.08 6.41 6.96 7.03 4.31 3.34 3.85 0.22 8.20 6.04 8.16 8.17 6.00 4.27 5.65 3.78 2.92 0.22 8.76 4.35 D 40.8 11.6 54.1 39.1 24.8 62.0 48.0 33.6 51.8 15.8 67.6 70.3 21.8 75.1 56.1 68.4 57.8 25.4 31.2 54.4 54.0 58.8 59.8 S.E. 1.54 3.27 4.10 5.88 5.83 6.68 7.10 4.03 3.76 2.87 0.28 8.00 5.13 7.60 9.20 5.41 4.20 5.44 4.63 4.57 0.23 8.20 4.24 E 37.5 30.9 15.7 35.4 24.8 40.9 26.4 39.8 5.6 55.4 15.1 38.4 7.5 23.4 36.4 40.8 29.3 14.0 29.3 44.3 16.4 30.1 5.7 S.E. 1.77 4.14 2.67 6.05 5.64 6.68 7.01 4.17 1.65 4.06 0.16 9.20 2.82 6.73 8.66 5.14 3.76 3.30 4.42 4.19 0.16 7.35 1.93 F 34.8 29.8 16.1 95.8 46.6 38.1 26.8 7.6 27.6 24.9 26.3 52.2 53.5 27.9 41.3 62.1 89.1 7.1 16.1 47.5 20.0 26.2 50.9 S.E. 1.77 4.26 2.89 2.11 6.10 6.84 6.71 2.49 3.44 3.86 0.23 8.28 5.96 9.49 7.22 4.99 2.78 3.37 3.59 4.45 0.16 8.95 3.90 G 29.2 41.6 25.4 15.6 4.3 38.0 23.0 11.5 28.4 7.6 40.1 42.6 14.6 34.3 18.5 70.6 24.3 13.9 16.7 56.5 9.1 17.9 32.6 S.E. 1.47 4.60 3.75 3.92 2.33 6.80 6.92 2.75 3.31 2.06 0.31 9.17 4.00 8.62 7.65 5.33 3.74 3.54 3.65 4.35 0.16 6.24 3.61 H 26.0 9.2 0.0 34.6 4.5 24.3 24.9 15.6 65.6 20.3 33.7 66.5 15.7 6.1 22.3 66.8 46.2 6.1 16.1 33.8 9.1 2.3 52.5 S.E. 1.73 2.89 0.00 5.50 3.61 5.45 6.32 3.59 3.93 3.35 0.27 8.14 4.07 3.81 7.79 5.11 4.14 3.36 3.37 5.24 0.22 1.63 4.47 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

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 28.2 29.4 20.0 19.3 15.3 18.5 12.4 20.3 25.5 7.8 33.3 21.5 31.7 44.7 6.5 17.0 16.5 10.2 23.9 34.9 19.1 24.6 29.8 S.E. 0.96 2.25 4.73 2.78 3.67 3.38 3.89 2.99 2.16 6.02 4.02 5.39 4.14 2.80 4.49 2.37 2.20 2.52 3.82 2.01 4.08 7.77 3.13 30-39 years 9.2 6.8 9.2 3.9 5.5 3.2 3.9 3.1 4.1 10.2 6.9 3.9 14.0 17.4 4.9 7.9 4.1 3.7 3.7 16.2 8.2 5.4 10.5 S.E. 0.44 1.04 1.45 0.76 1.23 1.09 0.94 0.65 0.63 1.48 1.05 1.04 2.05 1.25 0.78 1.16 0.65 0.91 0.70 1.31 1.37 2.16 1.03 40-49 years 5.3 2.9 5.8 1.4 3.6 2.2 3.1 1.8 0.6 5.4 4.2 2.4 16.9 3.7 3.1 6.9 1.8 1.8 2.5 14.4 4.0 2.5 3.8 S.E. 0.34 0.81 1.03 0.43 1.09 0.60 0.54 0.52 0.31 0.85 0.92 0.65 2.16 0.66 0.55 1.22 0.53 0.59 0.58 2.04 0.87 0.92 0.80 50-59 years 4.1 1.9 3.9 0.9 1.8 1.9 3.7 0.5 1.6 2.1 1.3 3.6 12.5 1.8 5.9 5.0 1.7 0.7 1.4 13.4 2.9 6.7 2.2 S.E. 0.33 0.46 0.64 0.34 0.66 0.59 0.85 0.33 0.58 0.39 0.60 0.90 1.59 0.56 0.97 1.16 0.55 0.29 0.43 2.06 0.97 3.39 0.55 60 years 3.4 3.2 5.1 0.7 1.4 1.3 5.3 1.9 0.9 1.4 1.9 3.0 5.9 0.0 0.7 3.0 2.7 4.1 2.8 16.0 2.5 4.4 0.9 S.E. 0.51 2.51 1.72 0.59 0.79 0.57 1.98 1.08 0.41 0.64 1.92 1.07 2.16 0.00 0.70 1.35 1.08 1.62 1.13 5.11 1.44 4.06 0.47 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 3.3 1.7 3.4 6.3 2.9 9.4 12.4 2.7 2.8 2.5 2.6 2.2 4.0 4.9 3.3 3.0 6.1 3.1 B 1.6 11.5 2.4 8.2 2.8 6.6 2.9 1.8 2.1 0.4 5.3 3.3 1.3 2.3 3.5 C 1.7 1.9 2.4 3.1 2.2 0.7 6.3 3.3 D 4.6 1.9 2.5 4.0 2.3 0.1 2.5 0.2 3.2 5.2 1.8 4.1 1.9 2.1 3.9 2.0 0.5 E 1.8 2.4 1.6 3.4 3.5 1.6 7.1 F 1.4 1.9 2 2.6 G 0.5 2.7 2.3 1.5 0.7 0.4 A Teachers with no more than 5 years of teaching experience D Employment on a fixed-term contract F Location in a city (over 15 000 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 1.2 1.8 2.0 2.1 2.9 1.6 2.8 3.2 1.9 1.8 1.8 1.7 B 1.5 2.1 1.6 1.6 1.6 2.6 1.8 1.5 1.6 1.6 1.9 2.1 C 0.8 1.4 2.0 1.4 1.5 D 1.6 1.9 1.8 1.8 1.6 1.9 3.6 1.9 3.6 1.6 2.1 2.3 1.7 1.4 E 2.9 5.2 3.4 2.6 6.7 3.6 0.5 2.3 3 2.4 2.0 2.5 2.7 5 3.5 15.6 F 2.0 1.9 2.0 0.4 1.7 1.8 2.7 2.1 0.3 2.0 G 1.6 2.4 1.4 1.9 1.4 1.4 H 0.6 1.5 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 15 000 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.