TALIS 2013 Fact Sheet

Long title
Teaching and Learning International Survey
Frequency of data collection
Every 5 years
Previous cycles
  • January 2011–June 2013: framework development
  • January 2011–July 2012: instrument development
  • March–April 2012: field test
  • September–December 2012: data collection, Southern Hemisphere
  • March–May 2013: data collection, Northern Hemisphere
  • June 2014: release of international reports
  • June 2014: release of international database
  • Provide robust international indicators and policy-relevant analysis on teachers and teaching in a timely and cost-effective manner.
  • Help countries review and develop policies in their efforts to promote conditions for high-quality teaching and learning.
  • 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.
Research questions
  • Leadership approaches
    • How are the different leadership approaches related to teachers’ reported teaching practices (including student assessment practices), beliefs and professional practices?
    • Are leadership approaches related to the extent to which teachers engage in collaborative professional practices?
  • Pedagogical beliefs and preferred teaching strategies
    • What are teachers’ pedagogical beliefs and preferred teaching strategies?
    • To what extent do teachers’ beliefs and preferred teaching strategies differ, depending on students’ special education needs?
    • How do student assessment practices differ between and within countries?
  • Training and professional development
    • What is the frequency and type of training and professional development across schools and countries?
    • What are perceived impacts of teacher professional development?
    • To what degree do professional development activities relate to teachers’ profile of teaching, self-efficacy, and job-satisfaction?
    • Are teachers’ professional development activities related to school climate?
  • School climate and collaboration with community
    • What are the factors associated with a positive or negative school climate and how do these factors vary between schools?
    • What are the profiles of collaboration with families and communities?
    • How are these profiles related to teachers’ and principals’ perceptions of the community’s view of the teaching profession and to teachers’ and principals’ job satisfaction?
  • Evaluating teacher performance
    • What are the policies for recognizing, rewarding and evaluating teachers, and how do these differ between countries?
    • What types of interventions are used to address underperformance among teachers, and how do these differ between schools and between countries?
  • Working time
    • How is teachers’ working time distributed?
    • How does it vary between schools and countries?
Assessment domain(s)
  • No assessment
Study framework (summary)

The conceptual framework 

  • Themes and indicators for system monitoring
  • Individual and worked-related characteristics of teachers and principals
  • School characteristics that provide the necessary background information for analysis of the policy issues


Policy areas of interest

  • School policies supporting effectiveness
  • Effective teachers and teaching
  • Developing teachers within the profession
  • Retaining teachers in the profession
  • Attracting teachers to the profession
Participating entities


This survey investigated samples of schools, their teachers, and principals in 34 countries, plus an additional four countries that joined TALIS 2013 in a second round in 2014.



Participating entities per ISCED level and option:

  • ISCED Level 2 (core): 34 + 4 in 2014
    • Australia, Brazil, Bulgaria, Chile, Croatia, Czech Republic, Cyprus*, Denmark, Estonia, Finland, France, Iceland, Israel, Italy, Japan, Korea, Latvia, Malaysia, Mexico, Netherlands, Norway, Poland, Portugal, Romania, Serbia, Singapore, Slovak Republic, Spain, Sweden, USA
    • Abu Dhabi (United Arab Emirates), Alberta (Canada), England (United Kingdom), Flanders (Belgium)
    • 2014 participants: New Zealand, Georgia, Russian Federation, Shanghai (China)

* administered through TALIS Consortium

  • ISCED Level 1 (optional): 6
    • Denmark, Finland, Mexico, Norway, Poland,
    • Flanders (Belgium)
  • ISCED Level 3 (optional): 10 + 1 in 2014
    • Australia, Denmark, Finland, Iceland, Italy, Mexico, Norway, Poland, Singapore
    • Abu Dhabi (United Arab Emirates)
    • 2014 participants: Georgia
  • TALIS-PISA Link (optional): 8
    • Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, Spain
Target population and sample (summary)

Target population

Middle-school teachers and their principals



  • Main survey: 200 middle schools and 20 middle school teachers per selected school; (200 principals and 4,000 teachers).
  • ISCED 1 option: 200 primary schools and 20 primary teachers per selected schools
  • ISCED 3 option: 200 upper secondary schools and 20 upper secondary teachers per selected schools
  • TALIS-PISA Link option: 150 middle schools and 20 teachers teaching fifteen-year-olds.
Data collection techniques and instruments (summary)

Per ISCED level and option, one principal questionnaire and one teacher questionnaire.

Questionnaires delivered online or on paper, or both

Study director(s)
Study website(s)


2 rue André Pascal

75775 Paris Cedex 16

E-mail: edutalis@oecd.org