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Organisation for Economic Co-Operation and Development
OECD Survey of teachers,
teaching and learning
(TALIS)
OECD Activity: Improving school leadership
Workshop of participating countries
London, 5 July 2006
Michael Davidson
OECD, Indicators and Analysis Division
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Purpose of the survey
 To
provide policy relevant, robust,
international indicators and analysis to
assist in the development of policies on
teachers, teaching and learning

It will address a lack of international and
national data on teachers and teaching
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Policy focus
Three main areas

1.
2.
3.



Recognition, feedback, reward and evaluation
of teachers
School leadership
Teaching practices, beliefs, and attitudes
Relevant aspects of:
Teachers’ professional development,
experience & qualifications
School climate
Survey design
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 Core

sample
Lower secondary teachers and school
principals
 International



Primary teachers and school principals
Upper secondary teachers and school
principals
Teachers in PISA 2006 schools
 200

sampling options
schools, 20 teachers
Response rate (75%, 75%)
 Teacher
Minutes)
and Principal questionnaires (40
5
Teacher Questionnaire
Four sections

1.
2.
3.
4.
Background information
Professional development
Teacher evaluation, feedback, & rewards
Teaching practices, beliefs and attitudes
School leadership
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Principal Questionnaire
Four sections

1.
2.
3.
4.
Principal background information
School background information
School management
School resources
Focus on school leadership and related issues
that connect with/impact upon other survey
themes
–
–
–
–
Teaching practices, beliefs and attitudes
School climate
Recognition, feedback, reward and evaluation
Professional development
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School leadership
Research questions




In an era of accountability and devolution of authority
in education, how can a nation’s principals, teachers, and
other key staff create and sustain effective school
leadership?
To what degree have recent new trends in school
leadership penetrated nations’ educational systems,
aimed chiefly at enhancing leadership through the
management of teachers, their practice of teaching, and
their beliefs?
To what extent has this actually impacted upon teacher
practices, beliefs and attitudes and the functioning of
schools?
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School leadership- variables

Instructional leadership in schools


The principal’s management style


Principal reports
Principal’s beliefs about teaching and learning



Principal reports
Principal reports
Compare/contrast with teacher reports
Teacher perceptions of the school leadership


Teacher reports
Compare/contrast with principal reports and those
of other teachers
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Instructional leadership

Instructional leadership


Principal Instructional Management Rating Scale
(PIMRS)- (from Hallinger)
8 instructional leadership functions
–
–
–
–
–
–
–
–
Framing the school’s goals
Communicating the school’s goals
Supervision and evaluation of instruction
Curricular Coordination
Monitoring student progress
Visibility/accountability
Developing academic standards
Promoting instructional improvements and professional
development
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Management style
 The

principal’s management style
5 models (from Quinn, Rohrbauch)
– Rational goal; Internal process; Human relations;
Open system; Traditional administrator

Role of manager
– Administrator/producer; controller/coordinator;
Mentor/stimulator; Innovator/negotiator
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School leadership analysis

Analysis of prevailing styles of leadership
within and between schools

Extent to which leadership team exists
How these differ between countries and
between different types of schools within
countries
 Association between leadership style and (for

instance)
 The evaluation and accountability frameworks in
place
 School climate
 Teacher cooperation and collaboration
 Teaching approaches in schools
 The development of and support for teachers
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Countries participating
Australia
 Belgium (Fl)
 Brazil
 Czech Republic
 Denmark
 Estonia
 Hungary
 Iceland
 Ireland
 Japan
 Korea

Lithuania
 Malta
 Malaysia
 Netherlands
 Norway
 Poland
 Portugal
 Spain
 Slovak Republic
 Slovenia
 Turkey

Others still considering: France, Belgium (Fr), Germany??, Chile…….
Next steps
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
2nd draft of questionnaires


Questionnaires finalised for pilot


March 2007
Conduct main study


November 2006
Conduct Field trial


Mid July 2006
Conduct pilot


reviewed with countries early July 2006
2007-2008 school year
Initial report published

Feb/March 2009
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Thank you for listening
Comments and questions?