Presentation of the TALIS 2013 results for Mexico. Press conference Mexico City 25 June 2014.

1. 1
TALIS 2013 Results
An international perspective
on teaching and learning
Mexico

2. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
22 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary
teachers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working
conditions and learning environments in their schools…
…responding to questions about their background, their teaching
practices, support and development, their relationships with
colleagues and students and the leadership in their schools

3. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
33 Participating countries
*Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates
(Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any
territory covered by this map.
TALIS 2008 & 2013

4. Overview of TALIS
The Learning Environment:
Characteristics of Teachers and Schools
The Importance of School
Leadership
Developing and
Supporting Teachers
Improving Teaching
Using Appraisal and
Feedback
Examining Teacher Practices and
Classroom Environment
Teacher Self-Efficacy and Job
Satisfaction: Why they Matter

5. The Learning
Environment:
Characteristics of
Teachers and Schools

6. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
66 Gender and age distribution of teachers
Percentage of female teachers in lower secondary and their age
Singapore
AbuDhabi(UAE)
Malaysia
Brazil
England(UK)
Alberta(Canada)
Poland
Flanders(Belgium)
Mexico
France
Romania
Korea
Israel
Portugal
Average
Serbia
Chile
Croatia
Japan
Iceland
SlovakRepublic
Finland
Norway
Spain
CzechRepublic
Denmark
Netherlands
Australia
Sweden
Latvia
Bulgaria
Estonia
Italy
0
10
20
30
40
50
60
70
80
90
100
Under 30 years 30-49 years 50-59 years 60 years or more Female
Above-average performers in PISA

7. -10
-8
-6
-4
-2
0
2
4
6
Brazil
Korea
Croatia
Netherlands
UnitedStates
Chile
Latvia
Mexico
Portugal
Italy
Serbia
France
Bulgaria
AbuDhabi(UAE)
SlovakRepublic
Poland
Malaysia
Spain
Average
Australia
Singapore
Estonia
Japan
England(UK)
Israel
Romania
Alberta(Canada)
Sweden
Flanders(Belgium)
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
77
Distribution of experienced teachers in more and less
challenging schools
Schools with more than 30% of students from socioeconomically disadvantaged homes
Difference in the proportion of teachers with more than 5 years teaching experience who work in
more challenging schools and those who do not
Higher proportion of
experienced teachers
in challenging schools
Higher proportion of
experienced teachers
in schools that are less
challenging

8. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Lack of resources hindering
the school's capacity for quality instruction
Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the
school’s capacity to provide quality instruction
0 10 20 30 40 50 60 70
Vocational teachers
Instructional materials
Library materials
Internet access
Computer software for instruction
Computers for instruction
Qualified and/or well-performing teachers
Support personnel
Teachers with competences in teaching students with special
needs
Mexico Average

9. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
99 Student-related factors in school climate
Percentage of lower secondary teachers whose school principal considers the following student behaviors to occur at
least weekly in their school
0 10 20 30 40 50 60
Arriving late at school
Absenteeism
Cheating
Vandalism and theft
Intimidation or verbal abuse among students
Physical injury caused by violence among students
Intimidation or verbal abuse of teachers or staff
Use/possession of drugs and/or alcohol
Mexico Average

10. Developing and
Supporting
Teachers

11. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1111 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the
following areas
0 10 20 30 40 50
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Mexico Average

12. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1212 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers
to their participation in professional development activities
0 20 40 60 80 100
Do not have the pre-requisites (e.g., qualifications, experience,
seniority)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
Mexico Average

13. Improving
Teaching Using
Appraisal and
Feedback

14. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1414 Emphasis placed on feedback
Percentage of lower secondary teachers who report the feedback they received emphasized the following
issues with a "moderate" or "high importance"
0
10
20
30
40
50
60
70
80
90
100
Studentperformance
Behaviourmanagement
Pedagogicalcompetency
Subjectknowledge
Assessmentpractices
Teamwork
Studentfeedback
Feedbackfromparents
Teachingspecialneedsstudents
Feedbacktootherteachers
Multilingualsettings
Average Mexico

15. 0
10
20
30
40
50
60
70
80
90
100
Iceland
Finland
Sweden
Flanders(Belgium)
France
Italy
Denmark
Netherlands
Norway
Spain
Australia
Croatia
Alberta(Canada)
UnitedStates
Japan
Portugal
Average
Israel
England(UK)
Chile
Estonia
Serbia
CzechRepublic
SlovakRepublic
Mexico
Singapore
Brazil
Korea
Poland
AbuDhabi(UAE)
Bulgaria
Romania
Latvia
Malaysia
Percentageofteachers
Analysis of students' test scores Direct classroom observation Assessment of content knowledge
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515
Teachers feedback :
never received

16. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 20 40 60 80
If a teacher is consistently underperforming, he/she would be
dismissed
The best performing teachers in this school receive the greatest
recognition
Teacher appraisal and feedback have little impact upon the way
teachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their
work as a teacher
Mexico Average

17. Teacher Practices
and Classroom
Environment

18. 0%0%0%
8%
13%
79%
12%
12%
76%
Mexico
Administrative tasks
Keeping order in the
classroom
Actual teaching and
learning
Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson
Distribution of class time18
Average

19. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Teachers' beliefs about teaching and learning
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
0 10 20 30 40 50 60 70 80 90 100
Students learn best by finding solutions to problems on their
own
Thinking and reasoning processes are more important than
specific curriculum content
Students should be allowed to think of solutions to practical
problems themselves before the teacher shows them how they
are solved
My role as a teacher is to facilitate students' own inquiry
Mexico Average

20. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2020 Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly
all lessons"
0 20 40 60 80 100
Students work on projects that require at least one week to
complete
Students use ICT for projects or class work
Give different work to the students who have difficulties
learning and/or to those who can advance faster
Students work in small groups to come up with a joint
solution to a problem or task
Let students practice similar tasks until teacher knows that
every student has understood the subject matter
Refer to a problem from everyday life or work to demonstrate
why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
Mexico Average

21. Teacher Self-
Efficacy and Job
Satisfaction

22. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2222
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
89
94
98
0 20 40 60 80 100
I would recommend my school as a
good place to work
I enjoy working at this school
All in all, I am satisfied with my job
Mexico Average
Teachers' satisfaction with their working environment

23. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2323 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
78
77
95
80
0 10 20 30 40 50 60 70 80 90 100
If I could decide again, I would still choose to work
as a teacher
The advantages of being a teacher clearly outweigh
the disadvantages
Mexico Average

24. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2424 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
9
32
3
10
0 20 40 60 80 100
I regret that I decided to become a teacher
I wonder whether it would have been better to choose
another profession
Mexico Average

25. 0
10
20
30
40
50
60
70
80
90
100
Malaysia
Singapore
Korea
AbuDhabi(UAE)
Finland
Mexico
Alberta(Canada)
Flanders(Belgium)
Netherlands
Australia
England(UK)
Romania
Israel
UnitedStates
Chile
Average
Norway
Japan
Latvia
Serbia
Bulgaria
Denmark
Poland
Iceland
Estonia
Brazil
Italy
CzechRepublic
Portugal
Croatia
Spain
Sweden
France
SlovakRepublic
Percentageofteachers Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2525 Teachers' perceptions of the value of teaching
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession
in society

26. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2626 Value of teaching and job satisfaction
Australia
Brazil
Bulgaria Chile
Croatia
Czech Republic
Denmark
Estonia
Finland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
Netherlands
Norway
Poland
Portugal
Romania
Serbia
Singapore
Slovak Republic
Spain
Sweden
Abu Dhabi (UAE)
Alberta (Canada)
England (UK)
Flanders (Belgium)
Average
United States
80
82
84
86
88
90
92
94
96
98
100
0 10 20 30 40 50 60 70 80 90 100
Allinall,Iamsatisfiedwithmyjob
I think that the teaching profession is valued in society
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

27. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2727
Behavioral issues equate to lower job satisfaction,
class size doesn’t
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of
students with behavioural problems
10.0
10.5
11.0
11.5
12.0
12.5
13.0
13.5
15orless
16-20
21-25
26-30
31-35
36ormore
Teacherjobsatisfaction(level)
Class size (number of students)
Average Mexico
10.0
10.5
11.0
11.5
12.0
12.5
13.0
13.5
14.0
None
1%to10%
11%to30%
31%ormore
Teacherjobsatisfaction(level)
Students with behavioural problems
Average Mexico

28. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 Teachers' job satisfaction and experience
Teachers' job satisfaction level in lower secondary according to their total years of teaching experience
10.5
11.0
11.5
12.0
12.5
13.0
13.5
14.0
5orless
6-10
11-15
16-20
21-25
26-30
31ormore
Teacherjobsatisfaction(level)
Years of experience as a teacher in total
Average Mexico

29. TALIS
is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2929 TALIS in Brief
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
Find out more about TALIS at www.oecd.org/talis
• All national and international publications
• The complete micro-level database
Email: Dirk.VanDamme@OECD.org
Julie.Belanger@OECD.org
Twitter: @VanDammeEDU