| Australia | Percentage of female teachers | Percentage | | 59.2 |
| Mean age of teachers | Years | | 43.4 |
| Average years of working experience as a teacher in total | | 16.7 |
| Completion of teacher education or training programme (%) | Percentage | | 97.6 |
| Female principals (%) | | 38.6 |
| Age of principals (average) | Years | | 53.2 |
| Principals' experience (in years) | | 8 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 56.9 |
| Principals who are satisfied with their job (%) | | 97.8 |
| Teachers having taken part in a formal induction programme (%) | | 52.6 |
| Teachers having a mentor assigned (%) | | 16.7 |
| Teachers who are mentors to another colleague (%) | | 28 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 13.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 31.2 |
| Teachers who report that feedback has improved their teaching practice (%) | | 45 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.2 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.1 |
| Time spent marking and correcting work (hours per week) | | 5.1 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 81.3 |
| Teachers who believe they can help their students to think critically (%) | | 78.4 |
| Teachers who believe that the teaching profession is valued in society (%) | | 38.5 |
| Teachers who are satisfied with their job (%) | | 90 |
| Czech Republic | Percentage of female teachers | | 76.5 |
| Mean age of teachers | Years | | 44.2 |
| Average years of working experience as a teacher in total | | 17.7 |
| Completion of teacher education or training programme (%) | Percentage | | 76.7 |
| Female principals (%) | | 48.4 |
| Age of principals (average) | Years | | 50.3 |
| Principals' experience (in years) | | 9.7 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 24.7 |
| Principals who are satisfied with their job (%) | | 94.7 |
| Teachers having taken part in a formal induction programme (%) | | 45.2 |
| Teachers having a mentor assigned (%) | | 3.8 |
| Teachers who are mentors to another colleague (%) | | 7.7 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 14.8 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 30.3 |
| Teachers who report that feedback has improved their teaching practice (%) | | 56.9 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 99.8 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.8 |
| Individual time per week spent planning and preparing lessons (hours) | | 8.3 |
| Time spent marking and correcting work (hours per week) | | 4.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 39 |
| Teachers who believe they can help their students to think critically (%) | | 51.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 12.2 |
| Teachers who are satisfied with their job (%) | | 88.6 |
| Denmark | Percentage of female teachers | | 59.6 |
| Mean age of teachers | Years | | 45 |
| Average years of working experience as a teacher in total | | 16.1 |
| Completion of teacher education or training programme (%) | Percentage | | 93.5 |
| Female principals (%) | | 32.4 |
| Age of principals (average) | Years | | 52.9 |
| Principals' experience (in years) | | 12.6 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 39.6 |
| Principals who are satisfied with their job (%) | | 98.3 |
| Teachers having taken part in a formal induction programme (%) | | 26.6 |
| Teachers having a mentor assigned (%) | | 4.2 |
| Teachers who are mentors to another colleague (%) | | 12.7 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 18.7 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 47.9 |
| Teachers who report that feedback has improved their teaching practice (%) | | 49.9 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 91 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.9 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.9 |
| Time spent marking and correcting work (hours per week) | | 3.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 96.6 |
| Teachers who believe they can help their students to think critically (%) | | 92.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 18.4 |
| Teachers who are satisfied with their job (%) | | 92.9 |
| Finland | Percentage of female teachers | | 72.4 |
| Mean age of teachers | Years | | 44.1 |
| Average years of working experience as a teacher in total | | 15.5 |
| Completion of teacher education or training programme (%) | Percentage | | 92.5 |
| Female principals (%) | | 40.6 |
| Age of principals (average) | Years | | 51.2 |
| Principals' experience (in years) | | 11.3 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 78.6 |
| Principals who are satisfied with their job (%) | | 93.8 |
| Teachers having taken part in a formal induction programme (%) | | 16.3 |
| Teachers having a mentor assigned (%) | | 2.8 |
| Teachers who are mentors to another colleague (%) | | 3.8 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 17.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 26.9 |
| Teachers who report that feedback has improved their teaching practice (%) | | 37.7 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 74.1 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 20.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 4.8 |
| Time spent marking and correcting work (hours per week) | | 3.1 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 77.3 |
| Teachers who believe they can help their students to think critically (%) | | 72.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 58.6 |
| Teachers who are satisfied with their job (%) | | 91 |
| France | Percentage of female teachers | | 66 |
| Mean age of teachers | Years | | 42.6 |
| Average years of working experience as a teacher in total | | 17.1 |
| Completion of teacher education or training programme (%) | Percentage | | 90.1 |
| Female principals (%) | | 41.7 |
| Age of principals (average) | Years | | 52 |
| Principals' experience (in years) | | 7.5 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 16.2 |
| Principals who are satisfied with their job (%) | | 91.1 |
| Teachers having taken part in a formal induction programme (%) | | 55.1 |
| Teachers having a mentor assigned (%) | | 3.5 |
| Teachers who are mentors to another colleague (%) | | 5.5 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 25.1 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 22 |
| Teachers who report that feedback has improved their teaching practice (%) | | 51.5 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 99.3 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.5 |
| Time spent marking and correcting work (hours per week) | | 5.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 87.1 |
| Teachers who believe they can help their students to think critically (%) | | 88.7 |
| Teachers who believe that the teaching profession is valued in society (%) | | 4.9 |
| Teachers who are satisfied with their job (%) | | 86.4 |
| Iceland | Percentage of female teachers | | 71.9 |
| Mean age of teachers | Years | | 44.6 |
| Average years of working experience as a teacher in total | | 14.3 |
| Completion of teacher education or training programme (%) | Percentage | | 92.4 |
| Female principals (%) | | 54.6 |
| Age of principals (average) | Years | | 50.9 |
| Principals' experience (in years) | | 10.6 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 44.2 |
| Principals who are satisfied with their job (%) | | 97.1 |
| Teachers having taken part in a formal induction programme (%) | | 29.5 |
| Teachers having a mentor assigned (%) | | 5.8 |
| Teachers who are mentors to another colleague (%) | | 12.3 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 28.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 31.8 |
| Teachers who report that feedback has improved their teaching practice (%) | | 44.7 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 79.3 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.3 |
| Time spent marking and correcting work (hours per week) | | 3.2 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 82.5 |
| Teachers who believe they can help their students to think critically (%) | | 74.6 |
| Teachers who believe that the teaching profession is valued in society (%) | | 17.5 |
| Teachers who are satisfied with their job (%) | | 94.5 |
| Italy | Percentage of female teachers | | 78.5 |
| Mean age of teachers | Years | | 48.9 |
| Average years of working experience as a teacher in total | | 19.8 |
| Completion of teacher education or training programme (%) | Percentage | | 79.1 |
| Female principals (%) | | 55.2 |
| Age of principals (average) | Years | | 57 |
| Principals' experience (in years) | | 10.8 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 8.1 |
| Principals who are satisfied with their job (%) | | 89.4 |
| Teachers having taken part in a formal induction programme (%) | | 49.4 |
| Teachers having a mentor assigned (%) | | 4.5 |
| Teachers who are mentors to another colleague (%) | | 5.1 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 35.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 46.2 |
| Teachers who report that feedback has improved their teaching practice (%) | | 67.9 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 29.9 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.3 |
| Individual time per week spent planning and preparing lessons (hours) | | 5 |
| Time spent marking and correcting work (hours per week) | | 4.2 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 95.6 |
| Teachers who believe they can help their students to think critically (%) | | 94.9 |
| Teachers who believe that the teaching profession is valued in society (%) | | 12.5 |
| Teachers who are satisfied with their job (%) | | 94.4 |
| Japan | Percentage of female teachers | | 39 |
| Mean age of teachers | Years | | 41.9 |
| Average years of working experience as a teacher in total | | 17.4 |
| Completion of teacher education or training programme (%) | Percentage | | 87.8 |
| Female principals (%) | | 6 |
| Age of principals (average) | Years | | 57 |
| Principals' experience (in years) | | 4.5 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 44.2 |
| Principals who are satisfied with their job (%) | | 91.5 |
| Teachers having taken part in a formal induction programme (%) | | 83.3 |
| Teachers having a mentor assigned (%) | | 33.2 |
| Teachers who are mentors to another colleague (%) | | 16.5 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 25.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 41.9 |
| Teachers who report that feedback has improved their teaching practice (%) | | 88.6 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 96.2 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.7 |
| Individual time per week spent planning and preparing lessons (hours) | | 8.7 |
| Time spent marking and correcting work (hours per week) | | 4.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 26 |
| Teachers who believe they can help their students to think critically (%) | | 15.6 |
| Teachers who believe that the teaching profession is valued in society (%) | | 28.1 |
| Teachers who are satisfied with their job (%) | | 85.1 |
| Korea | Percentage of female teachers | | 68.2 |
| Mean age of teachers | Years | | 42.4 |
| Average years of working experience as a teacher in total | | 16.4 |
| Completion of teacher education or training programme (%) | Percentage | | 96.1 |
| Female principals (%) | | 13.3 |
| Age of principals (average) | Years | | 58.8 |
| Principals' experience (in years) | | 3.1 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 89.6 |
| Principals who are satisfied with their job (%) | | 96.8 |
| Teachers having taken part in a formal induction programme (%) | | 72.3 |
| Teachers having a mentor assigned (%) | | 18.5 |
| Teachers who are mentors to another colleague (%) | | 34.3 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 24.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 55 |
| Teachers who report that feedback has improved their teaching practice (%) | | 64.4 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.8 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.7 |
| Time spent marking and correcting work (hours per week) | | 3.9 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 78.3 |
| Teachers who believe they can help their students to think critically (%) | | 63.6 |
| Teachers who believe that the teaching profession is valued in society (%) | | 66.5 |
| Teachers who are satisfied with their job (%) | | 86.6 |
| Mexico | Percentage of female teachers | | 53.8 |
| Mean age of teachers | Years | | 42.1 |
| Average years of working experience as a teacher in total | | 15.8 |
| Completion of teacher education or training programme (%) | Percentage | | 61.5 |
| Female principals (%) | | 40.8 |
| Age of principals (average) | Years | | 51.9 |
| Principals' experience (in years) | | 10.8 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 58.7 |
| Principals who are satisfied with their job (%) | | 99.8 |
| Teachers having taken part in a formal induction programme (%) | | 57.2 |
| Teachers having a mentor assigned (%) | | 17 |
| Teachers who are mentors to another colleague (%) | | 10.9 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 21 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 67.8 |
| Teachers who report that feedback has improved their teaching practice (%) | | 86.3 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 95.4 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 22.7 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.2 |
| Time spent marking and correcting work (hours per week) | | 4.3 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 91 |
| Teachers who believe they can help their students to think critically (%) | | 88.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 49.5 |
| Teachers who are satisfied with their job (%) | | 97.8 |
| Netherlands | Percentage of female teachers | | 54.6 |
| Mean age of teachers | Years | | 43.2 |
| Average years of working experience as a teacher in total | | 15.7 |
| Completion of teacher education or training programme (%) | Percentage | | 91.5 |
| Female principals (%) | | 30.8 |
| Age of principals (average) | Years | | 52.2 |
| Principals' experience (in years) | | 10 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 47 |
| Principals who are satisfied with their job (%) | | 95.1 |
| Teachers having taken part in a formal induction programme (%) | | 45.6 |
| Teachers having a mentor assigned (%) | | 16.6 |
| Teachers who are mentors to another colleague (%) | | 19.4 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 14.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 36.6 |
| Teachers who report that feedback has improved their teaching practice (%) | | 43.8 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.6 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 16.9 |
| Individual time per week spent planning and preparing lessons (hours) | | 5.1 |
| Time spent marking and correcting work (hours per week) | | 4.2 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 70.2 |
| Teachers who believe they can help their students to think critically (%) | | 77.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 40.4 |
| Teachers who are satisfied with their job (%) | | 90.8 |
| Norway | Percentage of female teachers | | 61 |
| Mean age of teachers | Years | | 44.2 |
| Average years of working experience as a teacher in total | | 15.5 |
| Completion of teacher education or training programme (%) | Percentage | | 92.5 |
| Female principals (%) | | 58.2 |
| Age of principals (average) | Years | | 52.1 |
| Principals' experience (in years) | | 8.7 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 49 |
| Principals who are satisfied with their job (%) | | 96.4 |
| Teachers having taken part in a formal induction programme (%) | | 10.3 |
| Teachers having a mentor assigned (%) | | 6.9 |
| Teachers who are mentors to another colleague (%) | | 7.7 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 18.3 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 25.4 |
| Teachers who report that feedback has improved their teaching practice (%) | | 52.2 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 94.1 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 15 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.5 |
| Time spent marking and correcting work (hours per week) | | 5.2 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 60.9 |
| Teachers who believe they can help their students to think critically (%) | | 66.6 |
| Teachers who believe that the teaching profession is valued in society (%) | | 30.6 |
| Teachers who are satisfied with their job (%) | | 94.9 |
| Poland | Percentage of female teachers | | 74.9 |
| Mean age of teachers | Years | | 41.9 |
| Average years of working experience as a teacher in total | | 17.1 |
| Completion of teacher education or training programme (%) | Percentage | | 99.4 |
| Female principals (%) | | 66.6 |
| Age of principals (average) | Years | | 49.9 |
| Principals' experience (in years) | | 11.2 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 36.3 |
| Principals who are satisfied with their job (%) | | 97.8 |
| Teachers having taken part in a formal induction programme (%) | | 37.8 |
| Teachers having a mentor assigned (%) | | 11.6 |
| Teachers who are mentors to another colleague (%) | | 14.9 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 10.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 53.1 |
| Teachers who report that feedback has improved their teaching practice (%) | | 63.5 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 5.5 |
| Time spent marking and correcting work (hours per week) | | 4.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 67.7 |
| Teachers who believe they can help their students to think critically (%) | | 77.5 |
| Teachers who believe that the teaching profession is valued in society (%) | | 17.9 |
| Teachers who are satisfied with their job (%) | | 92.7 |
| Portugal | Percentage of female teachers | | 73.2 |
| Mean age of teachers | Years | | 44.7 |
| Average years of working experience as a teacher in total | | 19.4 |
| Completion of teacher education or training programme (%) | Percentage | | 82.1 |
| Female principals (%) | | 39.4 |
| Age of principals (average) | Years | | 52.1 |
| Principals' experience (in years) | | 6.6 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 30.4 |
| Principals who are satisfied with their job (%) | | 98.1 |
| Teachers having taken part in a formal induction programme (%) | | 35.5 |
| Teachers having a mentor assigned (%) | | 4.3 |
| Teachers who are mentors to another colleague (%) | | 7.6 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 9.2 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 38.5 |
| Teachers who report that feedback has improved their teaching practice (%) | | 48.9 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.6 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 20.8 |
| Individual time per week spent planning and preparing lessons (hours) | | 8.5 |
| Time spent marking and correcting work (hours per week) | | 9.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 99 |
| Teachers who believe they can help their students to think critically (%) | | 97.5 |
| Teachers who believe that the teaching profession is valued in society (%) | | 10.5 |
| Teachers who are satisfied with their job (%) | | 94.1 |
| Slovak Republic | Percentage of female teachers | | 81.9 |
| Mean age of teachers | Years | | 43.4 |
| Average years of working experience as a teacher in total | | 17.7 |
| Completion of teacher education or training programme (%) | Percentage | | 89.4 |
| Female principals (%) | | 60 |
| Age of principals (average) | Years | | 52.5 |
| Principals' experience (in years) | | 11 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 1.5 |
| Principals who are satisfied with their job (%) | | 95.2 |
| Teachers having taken part in a formal induction programme (%) | | 60.5 |
| Teachers having a mentor assigned (%) | | 4.2 |
| Teachers who are mentors to another colleague (%) | | 8.9 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 18.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 47.4 |
| Teachers who report that feedback has improved their teaching practice (%) | | 68.7 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.9 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.5 |
| Time spent marking and correcting work (hours per week) | | 3.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 88.5 |
| Teachers who believe they can help their students to think critically (%) | | 90.2 |
| Teachers who believe that the teaching profession is valued in society (%) | | 4 |
| Teachers who are satisfied with their job (%) | | 89 |
| Spain | Percentage of female teachers | | 58.8 |
| Mean age of teachers | Years | | 45.6 |
| Average years of working experience as a teacher in total | | 18.3 |
| Completion of teacher education or training programme (%) | Percentage | | 97.5 |
| Female principals (%) | | 44.7 |
| Age of principals (average) | Years | | 49.4 |
| Principals' experience (in years) | | 7.9 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 11 |
| Principals who are satisfied with their job (%) | | 97.5 |
| Teachers having taken part in a formal induction programme (%) | | 35.3 |
| Teachers having a mentor assigned (%) | | 3.8 |
| Teachers who are mentors to another colleague (%) | | 6.8 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 14.1 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 38.2 |
| Teachers who report that feedback has improved their teaching practice (%) | | 45.4 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 63.7 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.6 |
| Time spent marking and correcting work (hours per week) | | 6.1 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 74.1 |
| Teachers who believe they can help their students to think critically (%) | | 78.9 |
| Teachers who believe that the teaching profession is valued in society (%) | | 8.5 |
| Teachers who are satisfied with their job (%) | | 95.1 |
| Sweden | Percentage of female teachers | | 66.5 |
| Mean age of teachers | Years | | 46 |
| Average years of working experience as a teacher in total | | 16.4 |
| Completion of teacher education or training programme (%) | Percentage | | 89.9 |
| Female principals (%) | | 54.9 |
| Age of principals (average) | Years | | 50.7 |
| Principals' experience (in years) | | 7 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 9.5 |
| Principals who are satisfied with their job (%) | | 90.8 |
| Teachers having taken part in a formal induction programme (%) | | 10.7 |
| Teachers having a mentor assigned (%) | | 3.7 |
| Teachers who are mentors to another colleague (%) | | 5.5 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 25.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 23.6 |
| Teachers who report that feedback has improved their teaching practice (%) | | 47.5 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 96.4 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.7 |
| Time spent marking and correcting work (hours per week) | | 4.7 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 76.6 |
| Teachers who believe they can help their students to think critically (%) | | 75.1 |
| Teachers who believe that the teaching profession is valued in society (%) | | 5 |
| Teachers who are satisfied with their job (%) | | 85.4 |
| Non-OECD Member Economies | Brazil | Percentage of female teachers | | 71.1 |
| Mean age of teachers | Years | | 39.2 |
| Average years of working experience as a teacher in total | | 13.6 |
| Completion of teacher education or training programme (%) | Percentage | | 75.8 |
| Female principals (%) | | 74.5 |
| Age of principals (average) | Years | | 45 |
| Principals' experience (in years) | | 7.3 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 24.8 |
| Principals who are satisfied with their job (%) | | 92.2 |
| Teachers having taken part in a formal induction programme (%) | | 32.4 |
| Teachers having a mentor assigned (%) | | 33.7 |
| Teachers who are mentors to another colleague (%) | | 6.4 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 27.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 70.1 |
| Teachers who report that feedback has improved their teaching practice (%) | | 79.9 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 86.6 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 25.4 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.1 |
| Time spent marking and correcting work (hours per week) | | 5.7 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 94.8 |
| Teachers who believe they can help their students to think critically (%) | | 95.1 |
| Teachers who believe that the teaching profession is valued in society (%) | | 12.6 |
| Teachers who are satisfied with their job (%) | | 87 |
| Bulgaria | Percentage of female teachers | | 81.2 |
| Mean age of teachers | Years | | 47.4 |
| Average years of working experience as a teacher in total | | 21.5 |
| Completion of teacher education or training programme (%) | Percentage | | 97.7 |
| Female principals (%) | | 71.5 |
| Age of principals (average) | Years | | 51.1 |
| Principals' experience (in years) | | 12.5 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 31.4 |
| Principals who are satisfied with their job (%) | | 96.7 |
| Teachers having taken part in a formal induction programme (%) | | 68.9 |
| Teachers having a mentor assigned (%) | | 6.1 |
| Teachers who are mentors to another colleague (%) | | 10.2 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 20.3 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 54.1 |
| Teachers who report that feedback has improved their teaching practice (%) | | 80.3 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 89.8 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.4 |
| Individual time per week spent planning and preparing lessons (hours) | | 8.1 |
| Time spent marking and correcting work (hours per week) | | 4.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 94.9 |
| Teachers who believe they can help their students to think critically (%) | | 82.5 |
| Teachers who believe that the teaching profession is valued in society (%) | | 19.6 |
| Teachers who are satisfied with their job (%) | | 94.6 |
| Croatia | Percentage of female teachers | | 74.3 |
| Mean age of teachers | Years | | 42.6 |
| Average years of working experience as a teacher in total | | 15.7 |
| Completion of teacher education or training programme (%) | Percentage | | 94.9 |
| Female principals (%) | | 59.9 |
| Age of principals (average) | Years | | 52 |
| Principals' experience (in years) | | 10.4 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 18.2 |
| Principals who are satisfied with their job (%) | | 94.2 |
| Teachers having taken part in a formal induction programme (%) | | 68 |
| Teachers having a mentor assigned (%) | | 5.6 |
| Teachers who are mentors to another colleague (%) | | 13.8 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 19.7 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 47.4 |
| Teachers who report that feedback has improved their teaching practice (%) | | 65.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.4 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 9.7 |
| Time spent marking and correcting work (hours per week) | | 3.9 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 52.1 |
| Teachers who believe they can help their students to think critically (%) | | 77.9 |
| Teachers who believe that the teaching profession is valued in society (%) | | 9.6 |
| Teachers who are satisfied with their job (%) | | 91.4 |
| Latvia | Percentage of female teachers | | 88.7 |
| Mean age of teachers | Years | | 47.1 |
| Average years of working experience as a teacher in total | | 22 |
| Completion of teacher education or training programme (%) | Percentage | | 90.8 |
| Female principals (%) | | 77 |
| Age of principals (average) | Years | | 52.9 |
| Principals' experience (in years) | | 13 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 37.8 |
| Principals who are satisfied with their job (%) | | 97.8 |
| Teachers having taken part in a formal induction programme (%) | | 35.9 |
| Teachers having a mentor assigned (%) | | 4.1 |
| Teachers who are mentors to another colleague (%) | | 7 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 19.4 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 45 |
| Teachers who report that feedback has improved their teaching practice (%) | | 62.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 98 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.2 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.4 |
| Time spent marking and correcting work (hours per week) | | 4.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 78.6 |
| Teachers who believe they can help their students to think critically (%) | | 83 |
| Teachers who believe that the teaching profession is valued in society (%) | | 22.8 |
| Teachers who are satisfied with their job (%) | | 91 |
| Malaysia | Percentage of female teachers | | 70.5 |
| Mean age of teachers | Years | | 38.9 |
| Average years of working experience as a teacher in total | | 13.6 |
| Completion of teacher education or training programme (%) | Percentage | | 92.1 |
| Female principals (%) | | 49.1 |
| Age of principals (average) | Years | | 53.5 |
| Principals' experience (in years) | | 6.5 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 94.6 |
| Principals who are satisfied with their job (%) | | 96.8 |
| Teachers having taken part in a formal induction programme (%) | | 87.4 |
| Teachers having a mentor assigned (%) | | 26.5 |
| Teachers who are mentors to another colleague (%) | | 26.5 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 37.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 85.5 |
| Teachers who report that feedback has improved their teaching practice (%) | | 95.2 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 99.1 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.1 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.4 |
| Time spent marking and correcting work (hours per week) | | 7.4 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 98 |
| Teachers who believe they can help their students to think critically (%) | | 91.9 |
| Teachers who believe that the teaching profession is valued in society (%) | | 83.8 |
| Teachers who are satisfied with their job (%) | | 97 |
| Romania | Percentage of female teachers | | 69.2 |
| Mean age of teachers | Years | | 41.6 |
| Average years of working experience as a teacher in total | | 16.5 |
| Completion of teacher education or training programme (%) | Percentage | | 97.1 |
| Female principals (%) | | 63.9 |
| Age of principals (average) | Years | | 46.7 |
| Principals' experience (in years) | | 7 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 54.5 |
| Principals who are satisfied with their job (%) | | 99.1 |
| Teachers having taken part in a formal induction programme (%) | | 51.2 |
| Teachers having a mentor assigned (%) | | 8 |
| Teachers who are mentors to another colleague (%) | | 8.2 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 18.6 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 58.8 |
| Teachers who report that feedback has improved their teaching practice (%) | | 80.7 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 16.2 |
| Individual time per week spent planning and preparing lessons (hours) | | 8 |
| Time spent marking and correcting work (hours per week) | | 4 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 95.1 |
| Teachers who believe they can help their students to think critically (%) | | 93.4 |
| Teachers who believe that the teaching profession is valued in society (%) | | 34.7 |
| Teachers who are satisfied with their job (%) | | 91.1 |
| Singapore | Percentage of female teachers | | 65 |
| Mean age of teachers | Years | | 36 |
| Average years of working experience as a teacher in total | | 9.7 |
| Completion of teacher education or training programme (%) | Percentage | | 99.1 |
| Female principals (%) | | 52.5 |
| Age of principals (average) | Years | | 48.3 |
| Principals' experience (in years) | | 7.7 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 95.3 |
| Principals who are satisfied with their job (%) | | 98.6 |
| Teachers having taken part in a formal induction programme (%) | | 80 |
| Teachers having a mentor assigned (%) | | 39.6 |
| Teachers who are mentors to another colleague (%) | | 39.4 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 11.8 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 47 |
| Teachers who report that feedback has improved their teaching practice (%) | | 69.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 17.1 |
| Individual time per week spent planning and preparing lessons (hours) | | 8.4 |
| Time spent marking and correcting work (hours per week) | | 8.7 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 81.5 |
| Teachers who believe they can help their students to think critically (%) | | 74.9 |
| Teachers who believe that the teaching profession is valued in society (%) | | 67.6 |
| Teachers who are satisfied with their job (%) | | 88.4 |
| United Arab Emirates | Abu Zaby | Percentage of female teachers | | 58.9 |
| Mean age of teachers | Years | | 38.7 |
| Average years of working experience as a teacher in total | | 12.8 |
| Completion of teacher education or training programme (%) | Percentage | | 83.3 |
| Female principals (%) | | 60.9 |
| Age of principals (average) | Years | | 49 |
| Principals' experience (in years) | | 10.9 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 70.7 |
| Principals who are satisfied with their job (%) | | 92.2 |
| Teachers having taken part in a formal induction programme (%) | | 70.9 |
| Teachers having a mentor assigned (%) | | 51.9 |
| Teachers who are mentors to another colleague (%) | | 29.2 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 9.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 67.7 |
| Teachers who report that feedback has improved their teaching practice (%) | | 79.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 21.2 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.6 |
| Time spent marking and correcting work (hours per week) | | 5.4 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 95.4 |
| Teachers who believe they can help their students to think critically (%) | | 93.1 |
| Teachers who believe that the teaching profession is valued in society (%) | | 66.5 |
| Teachers who are satisfied with their job (%) | | 88.9 |
| Serbia | Percentage of female teachers | | 65.6 |
| Mean age of teachers | Years | | 43.1 |
| Average years of working experience as a teacher in total | | 14.9 |
| Completion of teacher education or training programme (%) | Percentage | | 71.4 |
| Female principals (%) | | 55.3 |
| Age of principals (average) | Years | | 49 |
| Principals' experience (in years) | | 7.4 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 18.1 |
| Principals who are satisfied with their job (%) | | 93.5 |
| Teachers having taken part in a formal induction programme (%) | | 59.1 |
| Teachers having a mentor assigned (%) | | 8.2 |
| Teachers who are mentors to another colleague (%) | | 13.5 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 19.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 55.8 |
| Teachers who report that feedback has improved their teaching practice (%) | | 67.4 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.8 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.4 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.9 |
| Time spent marking and correcting work (hours per week) | | 3.4 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 76.1 |
| Teachers who believe they can help their students to think critically (%) | | 84.3 |
| Teachers who believe that the teaching profession is valued in society (%) | | 20.4 |
| Teachers who are satisfied with their job (%) | | 89.5 |
| Chile | Percentage of female teachers | | 62.8 |
| Mean age of teachers | Years | | 41.3 |
| Average years of working experience as a teacher in total | | 15.1 |
| Completion of teacher education or training programme (%) | Percentage | | 85.7 |
| Female principals (%) | | 53.4 |
| Age of principals (average) | Years | | 53.7 |
| Principals' experience (in years) | | 11.3 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 36.5 |
| Principals who are satisfied with their job (%) | | 97.9 |
| Teachers having taken part in a formal induction programme (%) | | 36.6 |
| Teachers having a mentor assigned (%) | | 4.5 |
| Teachers who are mentors to another colleague (%) | | 6.6 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 12.8 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 68.3 |
| Teachers who report that feedback has improved their teaching practice (%) | | 82 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 95.9 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 26.7 |
| Individual time per week spent planning and preparing lessons (hours) | | 5.8 |
| Time spent marking and correcting work (hours per week) | | 4.1 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 91 |
| Teachers who believe they can help their students to think critically (%) | | 90.2 |
| Teachers who believe that the teaching profession is valued in society (%) | | 33.6 |
| Teachers who are satisfied with their job (%) | | 94.6 |
| Estonia | Percentage of female teachers | | 84.5 |
| Mean age of teachers | Years | | 47.9 |
| Average years of working experience as a teacher in total | | 21.6 |
| Completion of teacher education or training programme (%) | Percentage | | 94.4 |
| Female principals (%) | | 60.2 |
| Age of principals (average) | Years | | 52.2 |
| Principals' experience (in years) | | 12.1 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 11.8 |
| Principals who are satisfied with their job (%) | | 96.4 |
| Teachers having taken part in a formal induction programme (%) | | 19.4 |
| Teachers having a mentor assigned (%) | | 3.3 |
| Teachers who are mentors to another colleague (%) | | 9.1 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 24.1 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 46.4 |
| Teachers who report that feedback has improved their teaching practice (%) | | 54.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 98.3 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 20.9 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.9 |
| Time spent marking and correcting work (hours per week) | | 4.3 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 86 |
| Teachers who believe they can help their students to think critically (%) | | 74.8 |
| Teachers who believe that the teaching profession is valued in society (%) | | 13.7 |
| Teachers who are satisfied with their job (%) | | 90 |
| Israel | Percentage of female teachers | | 76.3 |
| Mean age of teachers | Years | | 42.1 |
| Average years of working experience as a teacher in total | | 16.1 |
| Completion of teacher education or training programme (%) | Percentage | | 93.6 |
| Female principals (%) | | 52.6 |
| Age of principals (average) | Years | | 48.9 |
| Principals' experience (in years) | | 9.8 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 53.2 |
| Principals who are satisfied with their job (%) | | 97.8 |
| Teachers having taken part in a formal induction programme (%) | | 51.5 |
| Teachers having a mentor assigned (%) | | 20.2 |
| Teachers who are mentors to another colleague (%) | | 23.3 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 24.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 50.5 |
| Teachers who report that feedback has improved their teaching practice (%) | | 60.3 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 99.1 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 18.3 |
| Individual time per week spent planning and preparing lessons (hours) | | 5.2 |
| Time spent marking and correcting work (hours per week) | | 4.3 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 85.4 |
| Teachers who believe they can help their students to think critically (%) | | 77.6 |
| Teachers who believe that the teaching profession is valued in society (%) | | 33.7 |
| Teachers who are satisfied with their job (%) | | 94.4 |
| Belgium | Flanders | Percentage of female teachers | | 68.1 |
| Mean age of teachers | Years | | 39.3 |
| Average years of working experience as a teacher in total | | 15.2 |
| Completion of teacher education or training programme (%) | Percentage | | 98.3 |
| Female principals (%) | | 38.8 |
| Age of principals (average) | Years | | 49.5 |
| Principals' experience (in years) | | 7.3 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 58.8 |
| Principals who are satisfied with their job (%) | | 93.6 |
| Teachers having taken part in a formal induction programme (%) | | 42.5 |
| Teachers having a mentor assigned (%) | | 10.2 |
| Teachers who are mentors to another colleague (%) | | 10.2 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 10.5 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 34 |
| Teachers who report that feedback has improved their teaching practice (%) | | 44.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 97.9 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.1 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.3 |
| Time spent marking and correcting work (hours per week) | | 4.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 81.6 |
| Teachers who believe they can help their students to think critically (%) | | 87.4 |
| Teachers who believe that the teaching profession is valued in society (%) | | 45.9 |
| Teachers who are satisfied with their job (%) | | 95.3 |
| Canada | Alberta | Percentage of female teachers | | 60.3 |
| Mean age of teachers | Years | | 40.1 |
| Average years of working experience as a teacher in total | | 12.9 |
| Completion of teacher education or training programme (%) | Percentage | | 98.3 |
| Female principals (%) | | 43.1 |
| Age of principals (average) | Years | | 49.3 |
| Principals' experience (in years) | | 8 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 68.7 |
| Principals who are satisfied with their job (%) | | 96.2 |
| Teachers having taken part in a formal induction programme (%) | | 51 |
| Teachers having a mentor assigned (%) | | 13 |
| Teachers who are mentors to another colleague (%) | | 20.7 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 9.3 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 36.6 |
| Teachers who report that feedback has improved their teaching practice (%) | | 52 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 83.9 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 26.4 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.5 |
| Time spent marking and correcting work (hours per week) | | 5.5 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 79.2 |
| Teachers who believe they can help their students to think critically (%) | | 82.2 |
| Teachers who believe that the teaching profession is valued in society (%) | | 47 |
| Teachers who are satisfied with their job (%) | | 91.9 |
| United Kingdom | England | Percentage of female teachers | | 63.2 |
| Mean age of teachers | Years | | 39.2 |
| Average years of working experience as a teacher in total | | 12.4 |
| Completion of teacher education or training programme (%) | Percentage | | 91.9 |
| Female principals (%) | | 38.1 |
| Age of principals (average) | Years | | 49.4 |
| Principals' experience (in years) | | 7.5 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 60.3 |
| Principals who are satisfied with their job (%) | | 94.2 |
| Teachers having taken part in a formal induction programme (%) | | 75.8 |
| Teachers having a mentor assigned (%) | | 19.1 |
| Teachers who are mentors to another colleague (%) | | 31.4 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 7.7 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 28 |
| Teachers who report that feedback has improved their teaching practice (%) | | 48.1 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 100 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.6 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.8 |
| Time spent marking and correcting work (hours per week) | | 6.1 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 87 |
| Teachers who believe they can help their students to think critically (%) | | 81.4 |
| Teachers who believe that the teaching profession is valued in society (%) | | 35.4 |
| Teachers who are satisfied with their job (%) | | 81.8 |
| OECD - Average | Percentage of female teachers | | 67 |
| Mean age of teachers | Years | | 44 |
| Average years of working experience as a teacher in total | | 17 |
| Completion of teacher education or training programme (%) | Percentage | | 89.2 |
| Female principals (%) | | 44.6 |
| Age of principals (average) | Years | | 52.4 |
| Principals' experience (in years) | | 9.2 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 37.4 |
| Principals who are satisfied with their job (%) | | 95.7 |
| Teachers having taken part in a formal induction programme (%) | | 41.5 |
| Teachers having a mentor assigned (%) | | 9.5 |
| Teachers who are mentors to another colleague (%) | | 12.3 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 19.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 41.5 |
| Teachers who report that feedback has improved their teaching practice (%) | | 58 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 90.2 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.2 |
| Individual time per week spent planning and preparing lessons (hours) | | 6.7 |
| Time spent marking and correcting work (hours per week) | | 4.6 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 77.7 |
| Teachers who believe they can help their students to think critically (%) | | 76.4 |
| Teachers who believe that the teaching profession is valued in society (%) | | 25.2 |
| Teachers who are satisfied with their job (%) | | 91.4 |
| TALIS Average | Percentage of female teachers | | 68.1 |
| Mean age of teachers | Years | | 42.9 |
| Average years of working experience as a teacher in total | | 16.2 |
| Completion of teacher education or training programme (%) | Percentage | | 89.8 |
| Female principals (%) | | 49.4 |
| Age of principals (average) | Years | | 51.5 |
| Principals' experience (in years) | | 8.9 |
| Principals believing that the teaching profession is valued in society (%) | Percentage | | 44 |
| Principals who are satisfied with their job (%) | | 95.6 |
| Teachers having taken part in a formal induction programme (%) | | 48.6 |
| Teachers having a mentor assigned (%) | | 12.8 |
| Teachers who are mentors to another colleague (%) | | 14.2 |
| Teachers who undertook professional development in the last 12 months (%) | | |
| Teachers who report a high level of need to develop their ICT skills for teaching (%) | | 18.9 |
| Teachers who report a high level of need to develop the skills to teach students with special needs (%) | | |
| Teachers who report that feedback has increased the number of hours of professional development they undertake (%) | | 45.8 |
| Teachers who report that feedback has improved their teaching practice (%) | | 62 |
| Teachers working in schools that use some kind of formal appraisal (%) | | 92.6 |
| Teachers having their classrooms directly observed in schools with formal appraisal practices (%) | | |
| Teaching time per week (hours) | Hours per week | | 19.3 |
| Individual time per week spent planning and preparing lessons (hours) | | 7.1 |
| Time spent marking and correcting work (hours per week) | | 4.9 |
| Class-time time spent on administrative tasks such as marking attendance (%) | Percentage | | |
| Class-time spent on classroom management (%) | | |
| Class-time spent on actual teaching and learning tasks (%) | | |
| Teachers who believe they can help their students to value learning (%) | | 80.7 |
| Teachers who believe they can help their students to think critically (%) | | 80.3 |
| Teachers who believe that the teaching profession is valued in society (%) | | 30.9 |
| Teachers who are satisfied with their job (%) | | 91.1 |