Gender and age distribution of teachers: Percentage of lower secondary education female teachers and age of teachers
Teachers' feelings of preparedness for teaching: Percentage of lower secondary education teachers who feel “very well prepared”, “well prepared”, “somewhat prepared” or “not at all prepared”
Work experience of teachers: Lower secondary education teachers' average years of work experience
Distribution of experienced teachers in more and less challenging schools
Teacher training mismatch and teacher resource allocation
Lack of resources hindering the school's capacity for quality instruction
Principals' working time: Average proportion of time lower secondary education principals report spending on the following activities
Principals' leadership: Percentage of lower secondary education principals who report having engaged in the following leadership activities, and the frequency in which they engaged, during the 12 months prior to the survey
Principals' participation in a school development plan: Percentage of lower secondary education principals who report having engaged in the following activities related to a school development plan in the 12 months prior to the survey
School decisions and collaborative school culture
Gender and age distribution of principals
Elements not included in principals' formal education
Principals' formal education, including leadership training
Work experience of principals: Percentage of lower secondary education principals with the following average years of experience in each role
Principals' recent professional development: Participation rates and average number of days of professional development reported to be undertaken by lower secondary education principals in the 12 months prior to the survey
Barriers to principals' participation in professional development: Percentage of lower secondary education principals who “strongly disagree”, “disagree”, “agree” or “strongly agree”
Principal job satisfaction
Access to formal and informal induction programmes or activities
New teachers' access to and participation in formal induction programmes
Availability of and participation in mentoring activities
Predicted effect of formal induction programme participation on acting as a mentor
Teachers' recent participation in professional development, by their personal financial cost
Level of personal payment for teachers' professional development participation
Professional development recently undertaken by teachers, by type and intensity
Professional development recently undertaken by teachers, by intensity of participation in courses and workshops
Professional development recently undertaken by teachers in days
Predicted effect of formal induction programme participation on professional development participation
Content and positive impact of professional development activities: Percentage of lower secondary education teachers
Professional development participation by level of personal cost and support
Teachers' needs for professional development
Barriers to professional development participation
Teachers who never received formal appraisal: Percentage of lower secondary education teachers whose school principal reports that their teachers were never appraised by the following bodies
Methods of formally appraising teachers: Percentage of lower secondary education teachers whose school principal reports that teachers are formally appraised with the following methods
Outcomes of formal teacher appraisal: Percentage of lower secondary education teachers whose school principal reports that the following outcomes occured “sometimes”, “most of the time” or “always” after formal teacher appraisal
Outcomes of formal teacher appraisal – development plan and mentoring
Teachers' feedback by source of feedback: Percentage of lower secondary education teachers who report receiving feedback from various sources
Teachers' feedback from principals and school management team
Sources for teachers' feedback
Teachers' feedback by source and type
Methods for teachers' feedback
Emphasis of teacher feedback: Percentage of lower secondary education teachers who report that the feedback they received emphasised the following issues with a “moderate” or “high” importance
Outcomes of teacher feedback: Percentage of lower secondary education teachers who report a “moderate” or “large” positive change in the following practices after they received feedback on their work at their school
Impact of teacher appraisal and feedback systems in schools (graph)
Teaching practices: Percentage of lower secondary education teachers who report using the following teaching practices
Teaching practices by country
Distribution of variance – small groups, projects, ICT
Relationships between teaching practices and professional development activities
Teachers' use of student assessment practices: Percentage of lower secondary education teachers who report using the following methods of assessing student learning
Teachers' working hours: Average number of 60-minute hours lower secondary education teachers report having spent on the following activities during the most recent complete calendar week
Teachers' beliefs about teaching and learning: Percentage of lower secondary education teachers who “agree” or “strongly agree” with the following statements
Distribution of variance – constructivist beliefs
Teacher co-operation: Percentage of lower secondary education teachers who report never doing the following activities
Distribution of variance – teacher co-operation indices: Professional collaboration and exchange and co-ordination
Distribution of class time during an average lesson: Average proportion of time lower secondary education teachers report spending on each of these activities in an average lesson
Percentiles of time spent on teaching and learning
Percentiles of time spent on keeping order in the classroom
Distribution of variance – classroom discipline
Teachers' job satisfaction: Percentage of lower secondary education teachers who “strongly disagree”, “disagree”, “agree” or “strongly agree” with the following statements
Teachers' view of the way society values the teaching profession
Teachers' self-efficacy and experience
Teachers' job satisfaction and experience
Teachers' job satisfaction and class composition
Teachers' self-efficacy and professional collaboration
Teachers' job satisfaction and professional collaboration