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Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework

Author

Listed:
  • John Ainley

    (Australian Council for Educational Research)

  • Ralph Carstens

    (International Association for the Evaluation of Educational Achievement)

Abstract

The Teaching and Learning International Survey (TALIS) is an ongoing large-scale survey of teachers, school leaders and their learning environments, with the first survey taking place in 2008. The survey is administered in lower secondary schools (ISCED 2) and, as an option, is administered in primary (ISCED 1) and upper secondary (ISCED 3) schools. The survey is also optionally administered in PISA sampled schools, forming a TALIS-PISA link. Therefore, this TALIS 2018 conceptual framework builds on the previous two cycles in 2008 and 2013 and underpins the survey’s focus on effective instructional and institutional conditions that enhance student learning, while describing how these vary both within and across countries, and over time.The 2018 framework addresses enduring themes and priorities related to professional characteristics and pedagogical practices at the institutional and individual levels: teachers’ educational background and initial preparation; their professional development, instructional and professional practices; self-efficacy and job satisfaction; and issues of school leadership, feedback systems, and school climate. It also addresses emerging policy and research interests related to innovation and teaching in diverse environments and settings. The document provides scientific foundations for each area, along with the major influences from related research in education at the OECD and beyond. Finally, the conceptual framework provides a general overview of the survey’s operations and its implementation process through its different stages.

Suggested Citation

  • John Ainley & Ralph Carstens, 2018. "Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework," OECD Education Working Papers 187, OECD Publishing.
    • Handle: RePEc:oec:eduaab:187-en
    DOI: 10.1787/799337c2-en
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    Cited by:

    1. Yusuf F. Zakariya, 2020. "Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners," Social Sciences, MDPI, vol. 9(4), pages 1-13, April.
    2. Nurşat Biçer, 2023. "Evaluation of Self-Efficacy and Job Satisfaction of Teachers Teaching Turkish as a Foreign Language," SAGE Open, , vol. 13(3), pages 21582440231, September.
    3. Joo-Young Jung & Jeong-Gil Woo, 2022. "Structural Model Analysis of Factors Affecting Sustainable Teacher Job Satisfaction in Korea: Evidence from TALIS 2018," Sustainability, MDPI, vol. 14(13), pages 1-16, June.
    4. Florica Ortan & Ciprian Simut & Ramona Simut, 2021. "Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System," IJERPH, MDPI, vol. 18(23), pages 1-32, December.
    5. Ilaria Buonomo & Martina Pansini & Sara Cervai & Paula Benevene, 2022. "Compassionate Work Environments and Their Role in Teachers’ Life Satisfaction: The Contribution of Perceived Collective School Performance and Burnout," IJERPH, MDPI, vol. 19(21), pages 1-14, October.
    6. Ismail Hussein Amzat & Prima Gusti Yanti & Suswandari Suswandari, 2022. "Estimating the Effect of Principal Instructional and Distributed Leadership on Professional Development of Teachers in Jakarta, Indonesia," SAGE Open, , vol. 12(3), pages 21582440221, July.
    7. Ji Liu & Faying Qiang & Haihua Kang, 2023. "Distributed leadership, self-efficacy and wellbeing in schools: A study of relations among teachers in Shanghai," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    8. Rosemarie D. Obispo & Pedrito Jose V. Bermudo & Antonio R. Yango, 2023. "Organizational Communication, Work Motivation, and Pedagogical Competence of Public Elementary School Teachers in the Division of Cabuyao City," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 384-415, June.
    9. Ilaria Buonomo & Caterina Fiorilli & Paula Benevene, 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    10. Ilaria Buonomo & Caterina Fiorilli & Luciano Romano & Paula Benevene, 2020. "The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals," IJERPH, MDPI, vol. 17(23), pages 1-17, November.
    11. Berna Karakoç & Önder Karakoç & Özgür Aktaş & Murat Arslan, 2021. "Investigation of Burnout Levels of Physical Education and Sports Teachers during Covid-19 Period," Journal of Educational Issues, Macrothink Institute, vol. 7(2), pages 159177-1591, December.
    12. Kenneth Nwanua Ohei & Sam Lubbe, 2022. "Taking Full Advantage of the COVID-19 Era to Intensify the Use of Information and Communication Technology Tools in Higher Education Institutes," International Review of Management and Marketing, Econjournals, vol. 12(5), pages 21-32, September.
    13. Hui-Ling Wendy Pan, 2023. "The Catalysts for Sustaining Teacher Commitment: An Analysis of Teacher Preparedness and Professional Learning," Sustainability, MDPI, vol. 15(6), pages 1-16, March.
    14. Hui-Ling Wendy Pan & Chih-Hung Chung & Yi-Chun Lin, 2023. "Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload," Sustainability, MDPI, vol. 15(7), pages 1-14, March.

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