Annex C. List of tables available on line

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Table I.2.1

Teaching practices

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Table I.2.2

Teaching practices in primary education

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Table I.2.3

Teaching practices in upper secondary education

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Table I.2.4

Change in teaching practices from 2013 to 2018

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Table I.2.5

Change in teaching practices pertaining to the clarity of instruction between 2013 and 2018

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Table I.2.6

Teachers' assessment practices

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Table I.2.7

Teachers' assessment practices in primary education

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Table I.2.8

Teachers' assessment practices in upper secondary education

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Table I.2.9

Change in teachers' assessment practices from 2013 to 2018

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Table I.2.10

Use of class time during a typical lesson

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Table I.2.11

Use of class time during a typical lesson in primary education

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Table I.2.12

Use of class time during a typical lesson in upper secondary education

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Table I.2.13

Time spent on actual teaching and learning, by teacher characteristics

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Table I.2.14

Time spent on actual teaching and learning, by school characteristics

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Table I.2.15

Relationship between class time spent on actual teaching and learning and teacher characteristics

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Table I.2.16

Relationship between class time spent on actual teaching and teacher and class characteristics

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Table I.2.17

Change in time spent on actual teaching and learning from 2008 to 2018

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Table I.2.18

Change in time spent on classroom management from 2008 to 2018

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Table I.2.19

Change in time spent on administrative tasks from 2008 to 2018

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Table I.2.20

Teachers' self-efficacy, by teachers' teaching experience

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Table I.2.21

Primary teachers' self-efficacy

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Table I.2.22

Upper secondary teachers' self-efficacy

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Table I.2.23

Change in teachers' self-efficacy from 2013 to 2018

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Table I.2.24

Relationship between the use of cognitive activation practices and class and teacher characteristics

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Table I.2.25

Relationship between self-efficacy and class and teacher characteristics

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Table I.2.26

Relationship between class time spent on classroom management and self-efficacy in classroom management

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Table I.2.27

Teachers' working hours

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Table I.2.28

Primary teachers' working hours

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Table I.2.29

Upper secondary teachers' working hours

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Table I.2.30

Change in teachers' working hours from 2013 to 2018

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Table I.2.31

Principals' working time

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Table I.2.32

Principals' working time in primary education

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Table I.2.33

Principals' working time in upper secondary education

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Table I.2.34

Change in principals' working time from 2013 to 2018

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Table I.2.35

Teachers’ views on their colleagues’ attitudes towards innovation

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Table I.2.36

Primary teachers’ views on their colleagues’ attitudes towards innovation

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Table I.2.37

Upper secondary teachers’ views on their colleagues’ attitudes towards innovation

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Table I.2.38

Teachers’ openness to change, by teacher characteristics

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Table I.2.39

Innovation in school practices

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Table I.2.40

Innovation in school practices in primary education

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Table I.2.41

Innovation in school practices in upper secondary education

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Table I.2.42

School's openness to new ideas, by school characteristics

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Table I.3.1

Teachers' age

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Table I.3.2

Primary teachers' age

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Table I.3.3

Upper secondary teachers' age

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Table I.3.4

Change in age of teachers from 2008 to 2018

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Table I.3.5

Principals' age

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Table I.3.6

Primary principals' age

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Table I.3.7

Upper secondary principals' age

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Table I.3.8

Change in age of principals from 2008 to 2018

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Table I.3.9

Teachers' work experience

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Table I.3.10

Primary teachers' work experience

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Table I.3.11

Upper secondary teachers' work experience

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Table I.3.12

Change in teachers' teaching experience from 2008 to 2018

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Table I.3.13

Principals' work experience

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Table I.3.14

Primary principals' work experience

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Table I.3.15

Upper secondary principals' work experience

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Table I.3.16

Change in principals' work experience as a principal from 2008 to 2018

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Table I.3.17

Teachers' gender, by school characteristics

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Table I.3.18

Primary teachers' gender

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Table I.3.19

Upper secondary teachers' gender

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Table I.3.20

Change in the proportion of female teachers from 2008 to 2018

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Table I.3.21

Principals' gender, by school characteristics

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Table I.3.22

Primary principals' gender

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Table I.3.23

Upper secondary principals' gender

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Table I.3.24

Change in the proportion of female principals from 2008 to 2018

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Table I.3.25

School composition

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Table I.3.26

Primary school composition

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Table I.3.27

Upper secondary school composition

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Table I.3.28

Classroom composition

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Table I.3.29

Change in the concentration of students who are non-native speakers in school from 2008 to 2018

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Table I.3.30

Change in the concentration of students who are from socio-economically disadvantaged homes in school from 2013 to 2018

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Table I.3.31

Change in the concentration of students with special needs in school from 2013 to 2018

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Table I.3.32

Principals' point of view regarding equity beliefs of teachers

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Table I.3.33

Principals' point of view regarding diversity beliefs of teachers

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Table I.3.34

School practices related to equity

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Table I.3.35

School practices related to diversity

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Table I.3.36

Primary schools' practices related to diversity

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Table I.3.37

Upper secondary schools' practices related to diversity

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Table I.3.38

Self-efficacy in multicultural environments

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Table I.3.39

Primary teachers' self-efficacy in multicultural environments

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Table I.3.40

Upper secondary teachers' self-efficacy in multicultural environments

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Table I.3.41

Relationship between self-efficacy in multicultural environments and class and teacher characteristics

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Table I.3.42

School safety

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Table I.3.43

Primary schools' safety

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Table I.3.44

Upper secondary schools' safety

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Table I.3.45

Change in school safety from 2013 to 2018

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Table I.3.46

Teacher-student relations

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Table I.3.47

Teacher-student relations in primary schools

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Table I.3.48

Teacher-student relations in upper secondary schools

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Table I.3.49

Change in teacher-student relations from 2008 to 2018

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Table I.3.50

Classroom discipline

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Table I.3.51

Classroom discipline in primary schools

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Table I.3.52

Classroom discipline in upper secondary schools

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Table I.3.53

Relationship between classroom disciplinary climate and class characteristics

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Table I.3.54

Relationship between classroom disciplinary climate and class and teacher characteristics

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Table I.3.55

Change in classroom discipline from 2008 to 2018

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Table I.3.56

Relationship between self-efficacy and class characteristics

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Table I.3.57

Relationship between self-efficacy and class and teacher characteristics

...

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Table I.3.58

Relationship between class time spent on actual teaching and learning and class characteristics

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Table I.3.59

Relationship between class time spent on actual teaching and learning and class and teacher characteristics

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Table I.3.60

Relationship between the use of cognitive activation practices and classroom disciplinary climate

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Table I.3.61

Relationship between the use of cognitive activation practices and classroom disciplinary climate and class characteristics

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Table I.3.62

Relationship between the use of cognitive activation practices and classroom disciplinary climate and class and teacher characteristics

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Table I.3.63

Impact of shortages of school resources

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Table I.3.64

Impact of shortages of resources in primary schools

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Table I.3.65

Impact of shortages of resources in upper secondary schools

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Table I.3.66

Spending priorities in education, according to teachers

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Table I.3.67

Spending priorities in education, according to primary teachers

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Table I.3.68

Spending priorities in education, according to upper secondary teachers

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Table I.3.69

Improving teacher salaries as a priority, by school characteristics

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Table I.3.70

Teachers’ actual salaries relative to earnings of tertiary-educated workers between age 26 and age 64 (2016)

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Table I.3.71

Teachers' statutory salaries, based on the most prevalent qualifications at different points in teachers' careers (2017)

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Table I.3.72

Relationship between improving teacher salaries as a spending priority and motivation to become a teacher

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Table I.3.73

Relationship between reducing class sizes as a spending priority and class characteristics

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Table I.3.74

School staff resources

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Table I.3.75

Staff resources in primary schools

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Table I.3.76

Staff resources in upper secondary schools

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Table I.3.77

Change in student-teacher ratio from 2008 to 2018

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Table I.3.78

Class size

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Table I.3.79

Change in class size from 2008 to 2018

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Table I.4.1

Motivation to join the profession, by teachers' teaching experience

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Table I.4.2

Primary teachers' motivation to join the profession

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Table I.4.3

Upper secondary teachers' motivation to join the profession

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Table I.4.4

Teaching as a first career choice, by teacher characteristics

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Table I.4.5

Relationship between teaching as a career choice and motivation to become a teacher

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Table I.4.6

Relationship between teaching as a first career choice and job satisfaction

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Table I.4.7

Relationship between teaching as a first career choice and self-efficacy

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Table I.4.8

Teachers' highest educational attainment

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Table I.4.9

Primary teachers' highest educational attainment

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Table I.4.10

Upper secondary teachers' highest educational attainment

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Table I.4.11

Change in teachers' educational attainment from 2008 to 2018

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Table I.4.12

Type of teacher education or training programme, by year of completion

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Table I.4.13

Content of teacher education or training programme, by year of completion

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Table I.4.14

Comprehensiveness of teacher education or training programme, by year of completion

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Table I.4.15

Content of teacher education or training programme for primary teachers

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Table I.4.16

Content of teacher education or training programme for upper secondary teachers

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Table I.4.17

Relationship between self-efficacy in classroom management and being trained in classroom management

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Table I.4.18

Relationship between the use of ICT for teaching and being trained in the use of ICT for teaching

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Table I.4.19

Relationship between self-efficacy in multicultural environments and being trained in a multicultural or multilingual setting

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Table I.4.20

Sense of preparedness for teaching

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Table I.4.21

Primary teachers' sense of preparedness for teaching

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Table I.4.22

Upper secondary teachers' sense of preparedness for teaching

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Table I.4.23

Stay abroad during teacher education

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Table I.4.24

Principals’ highest educational attainment

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Table I.4.25

Primary principals’ highest educational attainment

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Table I.4.26

Upper secondary principals’ highest educational attainment

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Table I.4.27

Change in principals’ highest educational attainment from 2008 to 2018

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Table I.4.28

Principals' formal training

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Table I.4.29

Primary principals’ formal training

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Table I.4.30

Upper secondary principals' formal training

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Table I.4.31

Change in principals' formal training from 2013 to 2018

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Table I.4.32

Novice teachers, by school characteristics

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Table I.4.33

Teachers' job satisfaction with their work environment, by teachers' teaching experience

...

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Table I.4.34

Teachers' job satisfaction with their profession, by teachers' teaching experience

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Table I.4.35

Access to induction activities

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Table I.4.36

Access to induction activities in primary schools

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Table I.4.37

Access to induction activities in upper secondary schools

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Table I.4.38

Participation in induction activities during first employment, by teachers' teaching experience

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Table I.4.39

Participation in induction activities at the current school, by teachers' teaching experience

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Table I.4.40

Participation in induction activities in primary schools

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Table I.4.41

Participation in induction activities in upper secondary schools

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Table I.4.42

Types of induction activities

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Table I.4.43

Types of induction activities in primary schools

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Table I.4.44

Types of induction activities in upper secondary schools

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Table I.4.45

Relationship between self-efficacy and participation in induction activities during first employment

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Table I.4.46

Relationship between self-efficacy and participation in induction activities during first employment and content of teacher education

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Table I.4.47

Relationship between self-efficacy and participation in induction activities at the current school

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Table I.4.48

Relationship between self-efficacy and participation in induction activities at the current school and content of teacher education

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Table I.4.49

Relationship between job satisfaction and participation in induction activities during first employment

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Table I.4.50

Relationship between job satisfaction and participation in induction activities during first employment and content of teacher education

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Table I.4.51

Relationship between job satisfaction and participation in induction activities at the current school

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Table I.4.52

Relationship between job satisfaction and participation in induction activities at the current school and content of teacher education

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Table I.4.53

Relationship between self-efficacy and team teaching with experienced teachers being part of induction

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Table I.4.54

Relationship between job satisfaction and team teaching with experienced teachers being part of induction

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Table I.4.55

Relationship between self-efficacy and reduced teaching load being part of induction

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Table I.4.56

Relationship between job satisfaction and reduced teaching load being part of induction

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Table I.4.57

Teachers' workload, by teachers' teaching experience

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Table I.4.58

Relationship between the number of working hours and teacher experience

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Table I.4.59

Relationship between the number of working hours and teacher experience and employment status

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Table I.4.60

Access to mentoring programmes

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Table I.4.61

Access to mentoring programmes in primary schools

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Table I.4.62

Access to mentoring programmes in upper secondary schools

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Table I.4.63

Importance of mentoring

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Table I.4.64

Peer mentoring, by teachers' teaching experience

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Table I.4.65

Peer mentoring in primary schools

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Table I.4.66

Peer mentoring in upper secondary schools

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Table I.4.67

Change in participation in mentoring programmes from 2013 to 2018

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Table I.5.1

Teachers' recent participation in professional development, by teacher characteristics

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Table I.5.2

Teachers' recent participation in professional development, by school characteristics

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Table I.5.3

Primary teachers' recent participation in professional development, by school characteristics

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Table I.5.4

Upper secondary teachers' recent participation in professional development, by school characteristics

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Table I.5.5

Relationship between participation in professional development and the social-utility values teachers indicate as reasons for entering the profession

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Table I.5.6

Relationship between participation in professional development and the personal-utility values teachers indicate as reasons for entering the profession

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Table I.5.7

Types of professional development undertaken by teachers, by teachers' teaching experience

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Table I.5.8

Types of professional development undertaken by primary teachers

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Table I.5.9

Types of professional development undertaken by upper secondary teachers

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Table I.5.10

Types of professional development undertaken by principals

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Table I.5.11

Types of professional development undertaken by primary principals

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Table I.5.12

Types of professional development undertaken by upper secondary principals

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Table I.5.13

Relationship between teachers' job satisfaction and participation in impactful professional development

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Table I.5.14

Relationship between teachers' self-efficacy and participation in impactful professional development

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Table I.5.15

Characteristics of effective professional development, by teachers' teaching experience

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Table I.5.16

Characteristics of effective professional development in primary education

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Table I.5.17

Characteristics of effective professional development in upper secondary education

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Table I.5.18

Content of professional development, by teachers' teaching experience

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Table I.5.19

Content of professional development in primary education

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Table I.5.20

Content of professional development in upper secondary education

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Table I.5.21

Teachers' needs for professional development

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Table I.5.22

Primary teachers' needs for professional development

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Table I.5.23

Upper secondary teachers' needs for professional development

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Table I.5.24

Teachers' needs for professional development, by teachers’ participation in professional development

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Table I.5.25

Teachers' needs for professional development in teaching students with special needs, by teacher characteristics

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Table I.5.26

Teachers' needs for professional development in teaching students with special needs, by school characteristics

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Table I.5.27

Change in the content of professional development undertaken by teachers from 2013 to 2018

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Table I.5.28

Change in teachers' needs for professional development from 2008 to 2018

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Table I.5.29

Relationship between the use of teaching practices and participation in professional development in teaching practices

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Table I.5.30

Relationship between self-efficacy in classroom management and participation in professional development in classroom management

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Table I.5.31

Relationship between self-efficacy in multicultural environments and participation in professional development in diversity

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Table I.5.32

Principals' needs for professional development

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Table I.5.33

Primary principals' needs for professional development

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Table I.5.34

Upper secondary principals' needs for professional development

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Table I.5.35

Principals' needs for professional development in developing collaboration among teachers, by school characteristics

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Table I.5.36

Barriers to teachers' participation in professional development

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Table I.5.37

Barriers to primary teachers' participation in professional development

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Table I.5.38

Barriers to upper secondary teachers' participation in professional development

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Table I.5.39

Change in barriers to teachers' participation in professional development from 2013 to 2018

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Table I.5.40

Barriers to principals' participation in professional development

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Table I.5.41

Barriers to primary principals' participation in professional development

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Table I.5.42

Barriers to upper secondary principals' participation in professional development

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Table I.5.43

Change in barriers to principals' participation in professional development from 2013 to 2018

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Table I.5.44

Support provided to teachers participating in professional development

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Table I.5.45

Total support provided to teachers participating in professional development, by school characteristics

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Table I.5.46

Relationship between participation in professional development and monetary and non-monetary support for participation