TALIS 2024 Fact Sheet
(Note: Initially, the study was conducted every 5 years.)
- 2021-2024: concept paper and framework development
- 2021-2022: instrument development
- 2022 (February-March): pilot study
- 2023 (February-March): field test (Northern Hemisphere and Southern Hemisphere countries)
- 2024 (February-April): main data collection Northern Hemisphere countries
- 2024 (June-August): main data collection Southern Hemisphere countries
- 2025 (October): release of TALIS core international report, technical report, and user guide
- 2025 (November): release of TALIS Starting Strong report, technical report update, user guide update
- 2025 (October): release of core international database
- 2025 (November): release of TALIS Starting Strong database
- 2026 (March): release of TALIS Teacher Knowledge Survey report, technical report update, user guide update
- 2026 (March): release of TALIS Teacher Knowledge Survey database
- Provide robust international indicators and policy-relevant analysis on teachers and their principals and the schools they work in in a timely and cost-effective manner.
- Help countries review and develop policies that promote conditions for effective teaching and learning.
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Provide the opportunity to compare countries facing similar challenges and to learn about different policy approaches and their impact on the learning environment in schools.
(To be further updated)
Introduction
The conceptual framework of TALIS 2024 included three parts related to the three main modules of the survey, namely:
- The TALIS core conceptual framework for ISCED Level 2 (default) as well as ISCED Levels 1 and 3 (optional), which is presented below.
- The TALIS Starting Strong conceptual framework for ISCED Level 02 and children under 3 years (U3), which is available on the ILSA Gateway here
- The Teacher Knowledge Survey conceptual framework for ISCED Level 2, which is also presented below.
Overview
TALIS 2024 core survey
This part of the study addressed both contemporary and enduring issues and contexts that have an impact on teachers, teaching, and learning:
- The contemporary issues that were investigated in TALIS 2024 included:
- Diversity and equity
- Educational use of technology
- Social and emotional learning
- Environmental sustainability education
- Enduring features that have been investigated over previous cycles of TALIS included:
- Teachers’ learning and development
- Initial teacher education (ITE)
- Continuing professional learning
- Teachers’ work practices
- Teaching practices
- Professional practices
- Occupational perceptions
- Job satisfaction, occupational well-being, and perceived value of teaching
- Teacher self-efficacy
- Institutional environments for teaching
- School leadership
- School climate
- Teacher, leader, and school characteristics
- Teacher characteristics
- School and school leader characteristics
- Teachers’ learning and development
TALIS 2024 cross-examined the contemporary issues from the perspective of enduring features.
TALIS Teacher Knowledge Survey (TKS) 2024
The TALIS 2024 TKS assessment framework for the measurement of general pedagogical knowledge (GPK) included the following three dimensions and six sub-dimensions:
- Instruction
- Teaching methods and lesson planning
- Classroom management
- Learning
- Learning and development
- Motivational-affective dispositions
- Assessment
- Evaluation and diagnostic procedures
- Data literacy, interpretation, and use
The items in the TKS assessment were aligned to a dimension, sub-dimension, and one of the following three cross-cutting categories with six sub-categories:
- Cognitive demand
- Recall of knowledge
- Analysis and application of knowledge
- Knowledge base
- Theoretical/scientific knowledge
- Practice-based knowledge
- Thematic orientation
- Core knowledge related to pedagogy
- Emergent priorities for teacher knowledge
Contextual or background framework
TALIS 2024 core survey
- Teacher characteristics
- School characteristics
- Principal characteristics
TALIS Teacher Knowledge Survey (TKS) 2024
- Opportunities to learn (OTL)
- Pedagogical content
- Affective-motivational characteristics
- Teacher self-efficacy
- Job satisfaction and teacher’s well-being
- Planned persistence
- Teachers’ work practices
- Teaching practices
- Professional practices
Numbers
TALIS 2024 core survey
56 education systems
54 ISCED Level 2
15 ISCED Level 1
8 ISCED Level 3
15 ISCED Level 02
7 under 3-years-old
TALIS Teacher Knowledge Survey (TKS) 2024
8 education systems
Participants
TALIS 2024 core survey
Countries: Albania, Australia, Austria, Azerbaijan, Bahrain, Brazil, Bulgaria, Chile, Colombia, Costa Rica, Croatia, Czechia, Denmark, Estonia, Finland, France, Georgia, Hungary, Iceland, Israel, Italy, Japan, Kazakhstan, Korea, Latvia, Lithuania, Malta, Mexico, Montenegro, Morocco, Netherlands, New Zealand, North Macedonia, Norway, Poland, Portugal, Romania, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Türkiye, United Arab Emirates, United States, Uzbekistan and Viet Nam.
Territories: Alberta (Canada), Flemish Community of Belgium, French Community of Belgium, Kosovo (1), Shanghai (People's Republic of China)
Cyprus (2) participated through the IEA International Study Centre
TALIS Teacher Knowledge Survey (TKS) 2024
Countries: Chile, Croatia, Morocco, Poland, Portugal, Saudi Arabia, South Africa, United States
(1) This designation is without prejudice to positions on status and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration of independence.
(2) Note by Türkiye: The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognizes the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”.
Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognized by all members of the United Nations with the exception of Türkiye. The information in this document relates to the area under the effective control of the Government of Cyprus.
Target population
TALIS 2024 core survey
- Lower secondary school teachers (ISCED Level 2) and their principals, excluding adult education and schools solely devoted to children with special needs
- International options: ISCED Level 1 and ISCED Level 3 teachers and their principals with the above exclusions
TALIS Teacher Knowledge Survey (TKS) 2024
- Lower secondary school teachers (ISCED Level 2)
Sample
TALIS 2024 core survey
- Intended
- Approximately 200 schools per participating country (at each ISCED level) and
- 20 randomly selected teachers within each school
- Achieved
- ISCED level 2: more than 189,000 teachers and more than 11,000 principals in 55 countries/territories
- ISCED level 1: more than 50,000 teachers and more than 3,500 principals in 16 countries/territories
- ISCED level 3: more than 28,000 teachers and more than 1,400 principals in 8 countries/territories
- Note: Belgium, Belgium (Flemish Community) and Belgium (French Community) were each counted as countries/territories, but their teachers and principals were counted only once.
TALIS Teacher Knowledge Survey (TKS) 2024
- Intended
- The same schools were sampled for the TALIS core survey and the TKS, with teachers randomly assigned to each.
- Fifteen randomly selected teachers within each school
- The nominal sample size for each country for the TKS included about 3,000 teachers.
- Achieved: more than 20,000 teachers in 8 participating countries
- Per ISCED Level 2 and options ISCED Level 1 and 3
- One principal questionnaire and three teacher questionnaires with rotated design
- Delivered online or on paper, or both
- Per Teacher Knowledge Survey option
- 6 teacher questionnaires with rotated design
- Delivered only online
- Per ISCED Level 02 and option U3
- One leader questionnaire and one staff questionnaire as well as one combined questionnaire main version and one combined questionnaire short version
- Delivered online or on paper or both
OECD TALIS
2, rue André Pascal
75775 Paris Cedex 16
France
Email: ruochen.li@oecd.org; edutalis@oecd.org