Teachers in Mexico. Results of TALIS 2013
description
Transcript of Teachers in Mexico. Results of TALIS 2013
1
TALIS 2013 ResultsAn international perspective on teaching and learning
Mexico
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.322 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…
…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.333 Participating countries
*Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.
TALIS 2008 & 2013
Overview of TALIS
The Learning Environment:Characteristics of Teachers and Schools
The Importance of School Lead-ership
Developing and Sup-porting Teachers
Improving Teaching Us-ing Appraisal and Feed-
back
Examining Teacher Practices and Classroom Environment
Teacher Self-Efficacy and Job Sat-isfaction: Why they Matter
The Learning Environ-ment:
Characteristics of Teachers and Schools
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.366 Gender and age distribution of teachers
Percentage of female teachers in lower secondary and their age
Sin
gapo
re
Abu
Dha
bi (
UA
E)
Mal
aysi
a
Bra
zil
Eng
land
(U
K)
Alb
erta
(C
anad
a)
Pol
and
Fla
nder
s (B
elgi
um)
Mex
ico
Fra
nce
Rom
ania
Kor
ea
Isra
el
Por
tuga
l
Ave
rage
Ser
bia
Chi
le
Cro
atia
Japa
n
Icel
and
Slo
vak
Rep
ublic
Fin
land
Nor
way
Spa
in
Cze
ch R
epub
lic
Den
mar
k
Net
herla
nds
Aus
tral
ia
Sw
eden
Latv
ia
Bul
garia
Est
onia
Ital
y
0
10
20
30
40
50
60
70
80
90
100
Under 30 years 30-49 years 50-59 years 60 years or more Female
Above-average performers in PISA
Bra
zil
Kor
ea
Cro
atia
Net
herla
nds
Uni
ted
Sta
tes
Chi
le
Latv
ia
Mex
ico
Por
tuga
l
Ital
y
Ser
bia
Fra
nce
Bul
garia
Abu
Dha
bi (
UA
E)
Slo
vak
Rep
ublic
Pol
and
Mal
aysi
a
Spa
in
Ave
rage
Aus
tral
ia
Sin
gapo
re
Est
onia
Japa
n
Eng
land
(U
K)
Isra
el
Rom
ania
Alb
erta
(C
anad
a)
Sw
eden
Fla
nder
s (B
elgi
um)
-10
-8
-6
-4
-2
0
2
4
6
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.377Distribution of experienced teachers in more and less challenging schools
Schools with more than 30% of students from socioeconomically disadvantaged homes
Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not
Higher proportion of experienced teachers in challenging schools
Higher proportion of experienced teachers in schools that are less
challenging
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.388Lack of resources hindering the school's capacity for quality instruction
Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction
Vocational teachers
Instructional materials
Library materials
Internet access
Computer software for instruction
Computers for instruction
Qualified and/or well-performing teachers
Support personnel
Teachers with competences in teaching students with special needs
0 10 20 30 40 50 60 70
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.399 Student-related factors in school climate
Percentage of lower secondary teachers whose school principal considers the following student behaviors to occur at least weekly in their school
Arriving late at school
Absenteeism
Cheating
Vandalism and theft
Intimidation or verbal abuse among students
Physical injury caused by violence among students
Intimidation or verbal abuse of teachers or staff
Use/possession of drugs and/or alcohol
0 10 20 30 40 50 60
Mexico Average
Developing and Supporting Teach-
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31111 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
0 5 10 15 20 25 30 35 40 45 50
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31212 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities
Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
0 20 40 60 80 100
Mexico Average
Improving Teach-ing Using Appraisal
and Feedback
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31414 Emphasis placed on feedback
Percentage of lower secondary teachers who report the feedback they received emphasized the following issues with a "moderate" or "high importance"
Stu
dent
per
form
ance
Beh
avio
ur m
anag
emen
t
Ped
agog
ical
com
pete
ncy
Sub
ject
kno
wle
dge
Ass
essm
ent
prac
tices
Tea
m w
ork
Stu
dent
fee
dbac
k
Fee
dbac
k fr
om p
aren
ts
Tea
chin
g sp
ecia
l nee
ds s
tude
nts
Fee
dbac
k to
oth
er t
each
ers
Mul
tilin
gual
set
tings
0
10
20
30
40
50
60
70
80
90
100
Average Mexico
Icel
and
Fin
land
Sw
eden
Fla
nder
s (B
elgi
um)
Fra
nce
Ital
y
Den
mar
k
Net
herla
nds
Nor
way
Spa
in
Aus
tral
ia
Cro
atia
Alb
erta
(C
anad
a)
Uni
ted
Sta
tes
Japa
n
Por
tuga
l
Ave
rage
Isra
el
Eng
land
(U
K)
Chi
le
Est
onia
Ser
bia
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Mex
ico
Sin
gapo
re
Bra
zil
Kor
ea
Pol
and
Abu
Dha
bi (
UA
E)
Bul
garia
Rom
ania
Latv
ia
Mal
aysi
a
0
10
20
30
40
50
60
70
80
90
100
Analysis of students' test scores Direct classroom observation Assessment of content knowledge
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31515
Teachers feedback : never received
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31616 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
If a teacher is consistently underperforming, he/she would be dismissed
The best performing teachers in this school receive the greatest recognition
Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their work as a teacher
0 20 40 60 80
Mexico Average
Teacher Practices and Classroom
Environment
8%
13%
79%
12%
12%
76%
Mexico
Administrative tasks
Keeping order in the classroom
Actual teaching and learning
Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson
Distribution of class time18
Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31919 Teachers' beliefs about teaching and learning
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
Students learn best by finding solutions to problems on their own
Thinking and reasoning processes are more important than specific curriculum content
Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved
My role as a teacher is to facilitate students' own inquiry
0 10 20 30 40 50 60 70 80 90 100
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32020 Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
Students work on projects that require at least one week to complete
Students use ICT for projects or class work
Give different work to the students who have difficulties learning and/or to those who can advance faster
Students work in small groups to come up with a joint solution to a problem or task
Let students practice similar tasks until teacher knows that every student has understood the subject matter
Refer to a problem from everyday life or work to demonstrate why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
0 20 40 60 80 100
Mexico Average
Teacher Self-Effi-cacy and Job Satis-
faction
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32222
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
I would recommend my school as a good place to work
I enjoy working at this school
All in all, I am satisfied with my job
0 10 20 30 40 50 60 70 80 90 100
84
90
91
89
94
98
Mexico Average
Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32323 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
If I could decide again, I would still choose to work as a teacher
The advantages of being a teacher clearly outweigh the disadvantages
0 10 20 30 40 50 60 70 80 90 100
78
77
95
80
Mexico Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32424 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
I regret that I decided to become a teacher
I wonder whether it would have been better to choose another profession
0 10 20 30 40 50 60 70 80 90 100
9
32
3
10
Mexico Average
Mal
aysi
a
Sin
gapo
re
Kor
ea
Abu
Dha
bi (
UA
E)
Fin
land
Mex
ico
Alb
erta
(C
anad
a)
Fla
nder
s (B
elgi
um)
Net
herla
nds
Aus
tral
ia
Eng
land
(U
K)
Rom
ania
Isra
el
Uni
ted
Sta
tes
Chi
le
Ave
rage
Nor
way
Japa
n
Latv
ia
Ser
bia
Bul
garia
Den
mar
k
Pol
and
Icel
and
Est
onia
Bra
zil
Ital
y
Cze
ch R
epub
lic
Por
tuga
l
Cro
atia
Spa
in
Sw
eden
Fra
nce
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32525 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32626 Value of teaching and job satisfaction
0 10 20 30 40 50 60 70 80 90 10070
75
80
85
90
95
100
Australia
Brazil
Bulgaria Chile
Croatia
Czech Republic
Denmark
Estonia Finland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
MalaysiaMexico
Netherlands
Norway
PolandPortugalRomania
SerbiaSingapore
Slovak Republic
Spain
Sweden
Abu Dhabi (UAE)
Alberta (Canada)
England (UK)
Flanders (Belgium)
Average
United States
I think that the teaching profession is valued in society
All in a
ll,
I am
sati
sfi
ed w
ith m
y job
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32727Behavioral issues equate to lower job satisfaction, class size doesn’t
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of stu -dents with behavioural problems
15 o
r le
ss
16-2
0
21-2
5
26-3
0
31-3
5
36 o
r m
ore
10.0
10.5
11.0
11.5
12.0
12.5
13.0
13.5
Average Mexico
Class size (number of students)
Tea
cher
jo
b s
atis
fact
ion
(le
vel)
Non
e
1% t
o 10
%
11%
to
30%
31%
or
mor
e
10.0
10.5
11.0
11.5
12.0
12.5
13.0
13.5
14.0
Average Mexico
Students with behavioural problems
Tea
cher
jo
b s
atis
fact
ion
(le
vel)
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32828 Teachers' job satisfaction and experience
Teachers' job satisfaction level in lower secondary according to their total years of teaching experience
5 or
less
6-10
11-1
5
16-2
0
21-2
5
26-3
0
31 o
r m
ore
10.5
11.0
11.5
12.0
12.5
13.0
13.5
14.0
Average Mexico
Years of experience as a teacher in total
Te
ac
he
r jo
b s
ati
sfa
cti
on
(le
ve
l)
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32929 TALIS in Brief
an international research consor-
tiumOECD
Governments in 34 countries
European Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database
Email: [email protected]@OECD.org
Twitter: @VanDammeEDU