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#OECDTALIS 2018 teacher survey:
- 3 year project
- 301 schls
- 4,385 teachers
- 85% resp rate
- +47 other countries

@JohnPeterJerrim led work, @FFTEduDatalab managed data collection brilliantly, final report from @IOE_London

A thread on some important new findings 👇
Our teaching workforce is noticeably different to other countries in a number of ways. For example, England continues to have a relatively inexperienced teachers... secondary, we also stand out in terms of the proportion of teachers for whom teaching was not their first choice of career...
...England is also an outlier in terms of the high numbers of administrative (i.e. management) staff and support staff (e.g. TAs). The picture here may have changed slightly since data was collected in 2018.
Nicky Morgan and Damian Hinds have been trying to cut teacher workload since 2014. But we find no evidence of a decline in workload between 2013 and 2018...
...and the the additional hours worked by teachers in England are still made up of non-teaching tasks...
...with planning, marking and administration reported as being the most burdensome. These are exactly the tasks government and schools have been trying to cut back on. Time for a policy rethink?
Some more positive news. Relative to the OECD average, very few teachers report a high need for Professional development (PD). The picture is similar for heads.
Secondary teachers are more likely to be participating in professional development networks or observing teachers in other schools, since 2013. The 'self -improving school system' in action, perhaps?
Teachers in England are less likely than their OECD peers to be attending conferences (almost universally regarded as ineffective CPD) and much more likely to be observing their peers.
Since 2013, there has been an increase in the number of teachers who report a need for PD in knowledge of the curriculum, or their subject. The Spielman effect, perhaps?
Now some more bad news: morale in the profession is not good. Indicators of secondary teacher job satisfaction are low relative to other OCED countries. Primary is not so bad.
Job satisfaction among secondary teachers was already relatively low in 2013, but it seems to have declined over the last five years.
One particular area of dissatisfaction is pay, where the proportion of secondary teachers who think their pay is inadequate or unfair has clearly increased since 2013.

NB: this was measured in 2018, prior to the pay rises announced last summer.
When asked how any extra spending should be allocated, teachers were most likely suggest employing more staff, closely followed by a pay rise for teachers.
Perhaps not surprisingly then, the proportion of sec heads saying teacher shortages are hindering instruction in their school is high by international standards. The proportion reporting that it hinders instruction 'a lot' has also increased from 6% in 2013 to 22% in 2018.
There is much, much more in the full report:…

There will be more papers from us soon, in particular using TALIS 2018 linked to administrative data on teacher retention and other important outcomes. Watch this space...
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