Today, the Organisation for Economic Co-Operation and Development (OECD) releases results from the 2018 round of the Teaching and Learning International Survey (TALIS).

This is an international study of primary, lower- and upper-secondary teachers from across the world. Between March and May 2018, a random sample of more than 2,000 primary teachers from over 150 schools in England participated in TALIS, in addition to teachers from lower-secondary schools (England did not survey upper-secondary teachers in TALIS 2018). In total, 15 countries took part in TALIS at a primary level – making it one of the largest and most comprehensive sources of information about the teaching profession.

This blogpost provides 10 key findings for England from the TALIS 2018 study. Further details on these results can be found in the TALIS 2018 national report.

1.      Primary teachers in England have less teaching experience than primary teachers in other countries

As the chart below illustrates, primary teachers in England are relatively less experienced when compared to primary teachers in other countries. The average primary teacher in England has around 12 years of teaching experience; around three years below the average across all countries that participated in the TALIS primary study. They have also spent around one year less working in their current school.

Primary teachers in England felt reasonably well-prepared for their job following their initial teacher training (ITT). For instance, more than 90% of primary teachers in England said they felt at least somewhat prepared in terms of subject content, pedagogy and classroom practices.

2.      Primary headteachers in England have a similar amount of experience in the top job as headteachers in other countries, but are more experienced in other school management roles

England is somewhat unusual in terms of the experience of primary headteachers. Headteachers in England have similar levels of experience working as a headteacher as those in other participating countries (just under eight years).

But primary headteachers in England also have much more experience in other school management roles (around 10 years, compared to an average of around six years across other countries that participated in the TALIS primary study).

The chart below therefore suggests that the route to becoming a primary headteacher in England may be rather different to most other countries.

3.      Fewer male primary teachers had teaching as their first-choice career in England than in most other countries

For 74% of female and 58% of male primary teachers in England, teaching was their top career choice.

As illustrated by the table below, in most other countries, teaching was the first-choice career for a somewhat greater proportion of male primary teachers than in England.

Primary teachers for whom teaching was first-choice career

Note: England compared to the TALIS average and all participating countries.

4.      The ability to influence children’s development and making a contribution to society are key motivations for entering the teaching profession

There are multiple reasons why individuals decide to become primary teachers in England, with the ability to influence children’s development and to make a contribution to society among the most important (see the chart below).

But the area where England stands out from other countries is in the importance our primary teachers place upon job security, reliable income and the steady career path. As the chart illustrates, these factors were more likely to be rated as moderate or strong motivations for entering the teaching profession by primary teachers in England compared to other countries.

5.      Teachers in England were more likely to receive training in teaching mixed ability classes and in multicultural settings as part of their ITT than teachers in other countries

As part of their ITT, primary teachers in England were much more likely to be taught skills in how to teach mixed-ability classes; 91% compared to an average of 72% across all participating countries. Similarly, they were also more likely to receive training in how to teach in multicultural settings than primary teachers in other countries (see the chart below).

Importantly, as the table below illustrates, primary teachers in England also felt more prepared in these areas following their ITT than primary teachers in several of the other participating countries.

Primary teachers who felt well-prepared to teach mixed ability classes and in multicultural settings following their ITT

Note: England compared to the TALIS average and all participating countries. 

6.      England was similar to the average in terms of whether primary teachers felt their colleagues were open to change and could rely upon one another for support

Most primary teachers in England said that their colleagues developed new ideas (88%) and were open to change (84%). As the table below demonstrates, England is similar to most other countries in this respect.

Primary teachers in England also felt that they could rely upon their colleagues for support: 95% of primary teachers said that this was the case, which was slightly above the average across other participating countries (92%).

International comparison of whether primary teachers felt their colleagues strived to develop new ideas, were open to change and could rely upon one another for support

 Note: England compared to the TALIS average and all participating countries.

7.      Primary teachers in England reported working longer hours than those in most other countries (particularly upon non-teaching tasks)

The amount of time full-time primary teachers in England reported spending on teaching is slightly higher than in most other participating countries (24.1 hours per week compared to an average of 22.5 hours across all countries that participated in the TALIS primary study).

However, it is the amount of time that primary teachers in England reported spending upon non-teaching tasks that really stands outs, as illustrated by the table below. Marking, lesson preparation and administration are key areas where the workload of primary teachers in England is above the average across other participating countries.

Time spent upon teaching and non-teaching tasks reported by full-time primary teachers in England compared to other countries

Notes: Figures refer to average number of hours per week, as reported by teachers. England compared to the TALIS average and all participating countries.

8.      Satisfaction with pay among primary teachers in England is similar to other participating countries 

Satisfaction with pay among primary teachers in England is reasonably similar to other countries that participated in the TALIS primary study. As the table below illustrates, 49% agreed or strongly agreed that they were satisfied with the salary that they received for their work, which is similar to the TALIS average of 47%.

Satisfaction with pay among new teachers (in the first five years of their career) is lower at 38% (compared to an average of 47% across all participating countries).

International comparisons of the satisfaction of primary teachers with pay

Note: England compared to the TALIS average and all participating countries.

9.      Most primary teachers in England are satisfied in their job

Most primary teachers in England are satisfied in their job. As the chart below demonstrates, 78% agree or strongly agree that the advantages of being a teacher outweigh the disadvantages, while 76% would continue to choose to become a teacher if they were to make their choice again. Only around one-in-ten primary teachers in England expressed regret about their career choice.

For most of the TALIS job satisfaction questions, the responses of primary teachers in England were similar to the cross-country average.

10.  Primary teachers in England are less likely to say they have a high need for various forms of continuing professional development (CPD) than those in other countries.

Relatively few primary teachers in England said that they had a high need for further CPD across a range of areas. As the table below documents, England was below the average across participating countries in terms of the percentage of teachers in high need of further CPD in each of the 14 areas asked.

Primary teachers who reported a high CPD need
England compared to the OECD average

Notes: Teachers were asked to report their need for further CPD using a four-point scale (no need at present, low need, moderate need, high need). Figures refer to percentage reporting a high need for CPD in each area.

Yet primary teachers in England did identify a selection of barriers that they felt were stopping them from completing further CPD. The most pressing were conflicts with work schedule and expense, factors highlighted by around half of the primary teachers surveyed in England (see the chart below).

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