How can countries prepare teachers to face the diverse challenges in today's schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. This report presents the results of the second cycle of the TALIS survey conducted in 2013.

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 presents the results of the second cycle of the TALIS survey conducted in 2013.

This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world.

This report summarises evidence from the OECD TALIS and PISA surveys that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation.

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.

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 publication not only presents the main results of TALIS 2013, it also offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools.

This report offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.

What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others have been brought together in a single accessible source. Organised into eight chapters, this report examines early childhood education, schooling, transitions beyond initial education, higher education, adult learning, outcomes and returns, equity, and innovation. The chapters are structured around key findings and policy directions emerging from recent OECD educational analyses. Each entry highlights the main message in a concise and accessible way, with a brief explanation and reference to the original OECD source. This report will prove to be an invaluable resource for all those interested in the broad international picture of education, as well as for those wanting to know more about OECD work in this important domain. Contents Chapter 1. Early childhood education and care Chapter 2. Schooling: Investments, organisation and learners Chapter 3. Transitions beyond initial education Chapter 4. Higher education Chapter 5. Lifelong learning and adults Chapter 6. Outcomes, benefits and returns Chapter 7. Equity and equality of opportunity Chapter 8. Innovation and knowledge management