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:
[email protected] 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
TRANSNATIONAL MOBILITY
39
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 %
60 age 93 99 95 95 92 98 84 95 94 96 96 92 99 94 94 96 92 92 98 97
Variable F Difference 4 2,8 4,9 2,6 10,7 5,1 -6,1 -0,2 -4,1 3,2 9,3 -0,3 7,4 -2,6 3,5 8,5 2,6 5,0 -0,9 3,6
Source: Eurydice, on the basis of TALIS 2013.
Explanatory note (Table 5.10) The table only shows data for those countries that participated in the Eurydice report 'Teachers’ and School Heads’ Salaries and Allowances in Europe, 2013/14' and in the TALIS 2013 survey. The proportion of teachers satisfied with their profession is calculated on the basis of the answers 'Agree' and 'Strongly agree' to questions TT2G46J, categorised according to answers to question TT2G02. The tables shows the answers from teachers in age categories 60.
53
The Teaching Profession in Europe: Practices, Perceptions, and Policies Table 5.10: Minimum and maximum basic statutory salary in percentage of GDP and proportion of teachers with 31 years of experience who express satisfaction with their profession, in lower secondary education (ISCED 2), 2013/14
EU BE nl CZ DK EE ES FR HR IT CY LV NL PL PT RO SK FI SE IS NO
Variable A Min 89 63 94 67 139 88 85 97 126 40 95 61 136 47 51 96 67 80 64
Basic statutory salary in % of GDP Variable B Variable C Max Difference 155 77 116 77 197 152 139 145 306 41 196 103 261 125 69 125 93 99 NA
% of teachers satisfied with their profession Variable D Variable E < 5 years of experience > 31 years of experience 89 92 96 92 90 91 91 94 85 91 94 95 89 84 92 94 94 95 91 94 86 93 90 89 94 95 96 94 89 94 88 93 91 94 87 90 96 98 93 97
66 14 22 10 58 64 54 48 180 1 101 42 125 78 18 29 26 19
Variable F Difference 2 -5 1 2 6 1 -5 2 1 2 8 -1 1 -2 5 5 3 2 2 4
Source: Eurydice, on the basis of Eurydice and TALIS 2013.
Explanatory note The table only shows data for those countries that participated in the Eurydice study 'Teachers’ and School Heads’ Salaries and Allowances in Europe, 2013/14' and in the TALIS 2013 survey. The proportion of teachers satisfied with their profession is calculated on the basis of the answers 'Agree' and 'Strongly agree' to questions TT2G46J, categorised according to answers to question TT2G05B. The tables shows the answers from teachers in years of experience categories 31.
54
EC-01-15-454-EN-N
The Teaching Profession in Europe: Practices, Perceptions, and Policies This Eurydice report analyses the relation between the policies that regulate the teaching profession in Europe, and the attitudes, practices, and perceptions of teachers. The analysis covers aspects such as, initial teacher education, continuing professional development, transnational mobility, as well as teacher demographics, working conditions, and the attractiveness of the profession. The report focuses on almost two million lower secondary education teachers employed in the 28 EU Member States, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. It is based on Eurydice and Eurostat/UOE data, as well as on a secondary analysis of TALIS 2013, combining qualitative and quantitative evidence. The reference year is 2013/14.
The Eurydice Network’s task is to understand and explain how Europe’s different education systems are organised and how they work. The network provides descriptions of national education systems, comparative studies devoted to specific topics, indicators and statistics. All Eurydice publications are available free of charge on the Eurydice website or in print upon request. Through its work, Eurydice aims to promote understanding, cooperation, trust and mobility at European and international levels. The network consists of national units located in European countries and is co-ordinated by the EU Education, Audiovisual and Culture Executive Agency. For more information about Eurydice, see http://ec.europa.eu/eurydice.
ISBN 978-92-9201-901-3
