TALIS 2013 Framework

Assessment or survey framework

School leadership

  • Repeat and/or improved indicators on the profile of school leadership and management styles (including indicators on the roles and functions of school leaders)
  • New indicators on distributed and team leadership

 

Teacher training and in-service professional development; initial teacher education

  • Repeat indicators on the profile of in-service professional development (types of activities, participation rates, intensity of participation, mentoring, and induction programs)
  • Repeat indicators on the needs and demands for in-service professional development
  • Repeat indicators on barriers preventing participation in in-service professional development
  • Repeat indicators on the perceived impact of in-service professional development
  • New indicators on initial teacher education

 

Teacher appraisal and feedback

  • Repeat and/or improved indicators on the profile of teacher appraisal and feedback (frequency, criteria, outcomes)
  • Repeat and/or improved indicators on the perceptions of the effectiveness and impact of teacher appraisal and feedback (focusing on the impact on pedagogical aspects of teachers’ work)
  • Development of new indicators was not anticipated for this theme, although improvements to existing indicators were considered

 

School climate and ethos

  • Repeat indicators on disciplinary climate
  • Repeat indicators on teacher-student relations
  • Repeat but improved indicator on the profile of teachers’ working time
  • New indicators on parent-teacher and parent-school relations

 

Teachers’ pedagogical beliefs

Repeat or improved indicators on the profile of teachers’ beliefs about teaching

 

Teachers’ pedagogical practices

  • Repeat or improved indicators on teaching practices
  • Repeat indicators on the profile of co-operation among teaching staff
  • New indicators on the profile of student assessment practices

 

Teacher self-efficacy and job satisfaction

    Contextual or background framework

    School characteristics

    • Location
    • School size
    • School type and funding model
    • Student composition

     

    Teacher characteristics

    • Gender
    • Age
    • Employment status
    • Work experience 
    • Initial education
    • Teaching program

     

    Classroom characteristics

    Student composition

     

    Characteristics of principals

    • Personal attributes
    • Education
    • Experience