This survey aims to help countries review and develop policies to make the teaching profession more attractive and more effective.

This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.

This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change.

This new informative publication clearly identifies and arranges profiles in relation to two connected areas of professional teacher practices: classroom teaching practices and participation in professional learning communities.

This book explores the interplay between actors within educational institutions, organisational structure, commitment of senior leadership, involvement of faculty and students, and evaluation instruments in order to find ways of improving the quality of teaching.

Nations around the world are undertaking wide-ranging reforms to better prepare children for the higher educational demands of life and work in the 21st century. What are the skills that young people will need in a rapidly changing society, and what competencies do teachers need to effectively teach those skills? What can teacher preparation and continuing professional development do to prepare graduates to teach well in tomorrow's classroom? What are the different roles and responsibilities of upcoming school leaders, and how do countries succeed in developing these leaders? To help governments effectively address these and other key issues, the U.S. Department of Education, the OECD, and Education International brought education ministers, union leaders, and other teacher leaders together in the second International Summit on the Teaching Profession in March 2012. This publication summarizes the evidence that underpinned the summit and highlights its conclusions.

There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world.

This book identifies good practices in the design and implementation of evaluation and teacher incentive systems from various perspectives through formulation, stakeholder negotiation, implementation, monitoring and follow-up.