<UL> <LI>The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010. </LI> <LI>Between 2000 and 2010, the...</li></li></ul>

<ul> <li> Schools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems. </li> <li> Contrary to what is often reported, the schools in...</li></ul>

<ul> <li>Nearly half of teachers believe that teacher appraisal and feedback are carried out mainly to fulfill administrative requirements and about 75% say that they would not receive any recognition for improving their teaching or for being more innovative.</li> <li>Although teachers view the appraisal of...</li></ul>

<ul> <li>Teachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. </li> <li>Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. </li> <li>Feedback on classroom disciplinary...</li></ul>

<ul> <li> Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. </li> <li> Nevertheless, the great majority of teachers in all surveyed countries are happy with their jobs. </li> <li>...</li></ul>

<ul> <li> According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not the case in every country and large proportions of them report that...</li></ul>

<ul> <li> According to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. </li> <li> In all TALIS countries, there are low rates of co-operative professional development and collaborative teaching practice. </li> <li> Countries could use...</li></ul>

<ul> <li> Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools. </li> <li> Teacher feedback has a developmental focus, with many teachers reporting that it...</li></ul>

Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally....

<ul> <li> Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). </li> <li> Participation in non-school and school embedded professional development varies greatly between countries....</li></ul>