TALIS 2018 Technical Report
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Date
2019
Authors
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Journal ISSN
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Publisher
Organisation for Economic Cooperation and Development (OECD)
Abstract
This technical report details the steps, procedures, methodologies, standards and rules that the Teaching and Learning International Survey (TALIS) 2018 used to collect high-quality data. The primary purpose of the report is to support readers of the international and subsequent thematic reports as well as users of the public international database when interpreting results, contextualising information and using the data. A user guide complements this technical report and provides detailed guidance and examples for individuals using TALIS 2018 data.
The report is structured in the form of 12 chapters followed by 9 annexes.
Chapters 1 to 12 provide an overview of the conceptual framework and questionnaire development processes, translation and translation verification, further field operations and the quality observations of the fieldwork in countries/economies. It describes the sampling, weighting and adjudication procedures applied, followed by the preparation and structure of the international databases. Finally, the scaling methodology and the scaling results produced as well as information on the production and verification of the international result tables are included.
Annexes A to I focus on the individuals and groups who prepared and conducted the survey, the technical standards, forms and questionnaires used, the achieved participation rates of the various target populations and the scaling process and its results. The following summary highlights the key operational parameters and approaches applied in TALIS 2018 and further detailed in this technical report.
The summary then details the key changes made during TALIS 2018 in comparison to previous cycles, especially TALIS 2013.
Description
The OECD Teaching and Learning International Survey (TALIS) is the outcome of collaboration among the participating countries and economies.
Keywords
Teaching and Learning International Survey, Teachers’ instructional practices, School leadership, Teachers’ professional practices, Teacher education and initial preparation, Teacher feedback and development, School climate, Job satisfaction, Motivation, Teacher human resource measures and stakeholder relations, Teacher self-efficacy, Innovation, Equity and diversity