[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78643-en":3,"doc-seo-78643-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78643,7971461741311,"Ophelia","https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826",8,"Research & Report","TALIS 2018 Insights and Interpretations","TALIS 2018: Insights and Interpretations examines how societies value the teaching profession and how these perceptions shape career choices, public respect for educators, and teachers’ professional well-being. OECD TALIS data across participating countries show large cross-national variation in teachers who feel valued, with notable changes between 2013 and 2018. The analysis also highlights that status is not explained by pay alone, while teacher working conditions, administrative load, and professional support influence stress and job satisfaction.","Teaching and Learning International Survey  \nTAL IS 2018  \nInsights and Interpretations   \nAndreas Schleicher  \nTALIS 2018: Insights and Interpretations  \nIntroduction  \nMany nations claim that education is a top priority. There are some simple questions one can ask to find out whether countries live by that claim. For example: What is the status of the teaching profession, and how do countries pay teachers compared to how they pay others with the same level of education? Would you want your child to become a teacher? How do the media report on teachers and schools? When it comes down to it, which matters more: where a country or community stands in the sports league tables, or where it stands in the academic league tables?  \nThe value placed on education is likely to influence the decisions students make about what they want to study later on, and it will influence whether or not the most capable students consider a career in teaching. The value placed on education is also likely to have an effect on whether the public respects the opinion of professional educators, or whether it fails to take them seriously.  \nData from the OECD’s Teaching and Learning International Survey (TALIS) show that, on average across the OECD countries that took part, only 26% of teachers agree that their profession is valued in society (Figure 1) . But this perception varies significantly across countries, from less than 7% in France, the French Community of Belgium, the Slovak Republic and Slovenia, to over 70% in  \nSingapore, the United Arab Emirates and Viet Nam, showing that it is quite possible to make the teaching profession highly prestigious, at least in the eyes of the incumbents. It may be true that some of this cross-country variation is the result of cultural differences in how teaching is viewed as a career. But it is also true that in a number of countries, teachers’beliefs about the status of their profession have changed over relatively short periods of time, suggesting that there is more to the story than just different cultures and contexts. Out of the 31 countries and economies with data from both the 2013 and 2018 cycles of TALIS, 7 have experienced a significant deterioration in the perceived prestige of the profession over the last five years (Chile, England (United Kingdom), the Flemish Community of Belgium, Iceland, Mexico, the Netherlands and New Zealand), while 12 have seen a significant increase in the share of teachers who say that their profession is valued in society (Alberta (Canada), Australia, Czech Republic, Estonia, France, Japan, Norway, Romania, Shanghai (China), Singapore, Spain and Sweden) . Perhaps not surprisingly, in 27 of the TALIS 2018 participating countries, teachers who report feeling valued by society are more likely to have chosen teaching as their first-choice career, and this holds even after controlling for age, experience, type of contract and other relevant factors.  \n© OECD 2020  \n3  \nTALIS 2018: Insights and Interpretations  \nFigure 1 Teachers’ views of how society values their profession  \nPercentage of lower secondary teachers who “agree” or “strongly agree” that the teaching profession is valued in society  \n%  \n100  \n90  \n80  \n70  \n60  \n50  \n40  \n30  \n20  \n10  \n0  \nV iet Nam  \nSingapo re Un ited Arab Em irates  \nKo rea Kazakhstan A lberta ( Canada) South Afr ica Shanghai ( Ch ina )  \nFin land Saud i Arab ia  \nAustral ia Russ ian Fede ration  \nMex ico Romania Geo rgia Co lomb ia Un ited States No rway Japan New Zealand  \nNether lands Is rael England ( UK) Eston ia  \nTu rkey F lemi sh Com m. ( Be lgium)  \nOECD average  \nLatv ia Denma rk Bu lgar ia Be lgium  \nAustr ia Czech Repub l ic  \nCh i le Ma lta Spa in L ithuan ia Italy Hungary Braz i l Sweden Ice land Croat ia Po rtuga l  \nCA BA (A rgent ina) France S loven ia  \nFrench Com m . ( Be lgium)  \nS lova k Repub l ic  \nCountries and economies are ranked in descending order of the percentage of lower secondary teachers who“agree” or “strongly ","cbCaihJlgvhDQacv","https://ap.wps.com/l/cbCaihJlgvhDQacv","pdf",4023917,5,1,73,"English","en",105,"# Introduction\n# Teachers’ perceived status in society\n## Cross-country variation and change over time\n# Pay, status, and student outcomes","[{\"question\":\"What proportion of teachers across OECD countries feel that society values the teaching profession?\",\"answer\":\"On average across participating OECD countries, only 26% of teachers agree that their profession is valued in society.\"},{\"question\":\"How much does teachers’ perceived prestige vary between countries in TALIS 2018?\",\"answer\":\"The share ranges from below 7% in places such as France and Slovenia to over 70% in Singapore, the United Arab Emirates, and Viet Nam.\"},{\"question\":\"Why isn’t teacher status simply explained by pay?\",\"answer\":\"The text notes that the relationship between teacher pay and perceived status is not clear-cut—for example, Luxembourg has the highest salaries yet performance below the OECD average in PISA.\"}]","TALIS 2018 Insights and Interpretations | 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proportion of teachers across OECD countries feel that society values the teaching profession?","Question",{"text":77,"@type":78},"On average across participating OECD countries, only 26% of teachers agree that their profession is valued in society.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"How much does teachers’ perceived prestige vary between countries in TALIS 2018?",{"text":82,"@type":78},"The share ranges from below 7% in places such as France and Slovenia to over 70% in Singapore, the United Arab Emirates, and Viet Nam.",{"name":84,"@type":75,"acceptedAnswer":85},"Why isn’t teacher status simply explained by pay?",{"text":86,"@type":78},"The text notes that the relationship between teacher pay and perceived status is not clear-cut—for example, Luxembourg has the highest salaries yet performance below the OECD average in 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