Database Specific
Database Specific Abstract AbstractThe OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. TALIS uses questionnaires administered to teachers and their school principals to gather data. Its main goal is to generate internationally comparable information relevant to developing and implementing policies focused on school leaders, teachers and teaching, with an emphasis on those aspects that affect student learning.
Source Source Contact person/organisation Contact person/organisationtalis@oecd.org
Direct source Direct sourceAnnex C of TALIS 2018 Results (Volume I and II)
Data source(s) used Data source(s) usedTALIS databases
Data Characteristics Data Characteristics Sampling SamplingStratified two-stage probability sampling design. Teachers (second-stage units or secondary sampling units) were randomly selected from the list of in-scope teachers for each of the randomly selected schools (first-stage or primary sampling units). Target sample size: 200 schools per country; 20 teachers and 1 school leader in each school.
Population & Scope Population & Scope Geographic coverage Geographic coverageThe second cycle of TALIS was conducted in 2013 in 34 countries. The following year, in 2014, four additional countries and economies participated, bringing the second cycle total to 38 participants. TALIS 2018 has expanded to include additional countries, bringing the total number of participants to 48 countries and economies. (The Flemish Community of Belgium and the French Community of Belgium also participated in TALIS 2018 as a sub-national entity of Belgium.)
Sector coverage Sector coverageLower secondary education (ISCED Level 2)
Statistical population Statistical populationTeachers and school leaders working in schools providing lower secondary education (ISCED Level 2).
Concepts & Classifications Concepts & Classifications Estimation EstimationThe statistics in TALIS represent estimates based on samples of teachers and principals, rather than values that could be calculated if every teacher and principal in every country had answered every question. Hence, each estimate has an associated degree of uncertainty that is expressed through a standard error. The reported standard errors were computed with a balanced repeated replication (BRR) methodology.
Other Aspects Other Aspects Other comments Other commentsFor further information on TALIS methodology, see the TALIS 2018 Technical Report (OECD, 2019) and TALIS 2018 and TALIS Starting Strong 2018 User Guide (OECD, 2019).
Recommended uses and limitations Recommended uses and limitationsTALIS results are based exclusively on self-reports from teachers and school leaders and, therefore, represent their opinions, perceptions, beliefs and accounts of their activities. No data imputation from administrative data or other studies is conducted and, as with any self-reported data, this information is subjective and may, therefore, differ from data collected through other means (e.g. administrative data or video observations). The same is true of school leaders’ reports about school characteristics and practices, which may differ from descriptions provided by administrative data at a national or local government level.
The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. TALIS uses questionnaires administered to teachers and their school principals to gather data. Its main goal is to generate internationally comparable information relevant to developing and implementing policies focused on school leaders, teachers and teaching, with an emphasis on those aspects that affect student learning.
talis@oecd.org
TALIS databases
Annex C of TALIS 2018 Results (Volume I and II)
Stratified two-stage probability sampling design. Teachers (second-stage units or secondary sampling units) were randomly selected from the list of in-scope teachers for each of the randomly selected schools (first-stage or primary sampling units). Target sample size: 200 schools per country; 20 teachers and 1 school leader in each school.
Teachers and school leaders working in schools providing lower secondary education (ISCED Level 2).
The second cycle of TALIS was conducted in 2013 in 34 countries. The following year, in 2014, four additional countries and economies participated, bringing the second cycle total to 38 participants. TALIS 2018 has expanded to include additional countries, bringing the total number of participants to 48 countries and economies. (The Flemish Community of Belgium and the French Community of Belgium also participated in TALIS 2018 as a sub-national entity of Belgium.)
Lower secondary education (ISCED Level 2)
The statistics in TALIS represent estimates based on samples of teachers and principals, rather than values that could be calculated if every teacher and principal in every country had answered every question. Hence, each estimate has an associated degree of uncertainty that is expressed through a standard error. The reported standard errors were computed with a balanced repeated replication (BRR) methodology.
TALIS results are based exclusively on self-reports from teachers and school leaders and, therefore, represent their opinions, perceptions, beliefs and accounts of their activities. No data imputation from administrative data or other studies is conducted and, as with any self-reported data, this information is subjective and may, therefore, differ from data collected through other means (e.g. administrative data or video observations). The same is true of school leaders’ reports about school characteristics and practices, which may differ from descriptions provided by administrative data at a national or local government level.
For further information on TALIS methodology, see the TALIS 2018 Technical Report (OECD, 2019) and TALIS 2018 and TALIS Starting Strong 2018 User Guide (OECD, 2019).