<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>

<ul> <li> Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes. </li> <li> Teachers with more than one in ten students with behaviour...</li></ul>

<ul> <li> The report <i>New insights from TALIS 2013: Teaching and learning in primary and upper secondary education</i> (OECD, 2014a) presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning...</li></ul>

<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>