Country Identifier
Country code 3-character
Intl. School ID
Intl. Teacher ID
Teacher identification code
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS\FT)
National Centre 6-digit Code
Region
Stratum ID 7-character (cnt + region ID + original stratum ID)
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID)
OECD country
Mode of Respondent
Language of Questionnaire\Assessment
Are you female or male?
How old are you?
What is your employment status as a teacher at this school?
What is your current employment status as a teacher? My employment status at this school
What is your current employment status as a teacher? All my teaching employments together
In how many schools have you worked in the course of your teaching career?
Year(s) working as a teacher at this school
Year(s) working as a teacher in total
What is the highest level of formal education you have completed?
After completing <ISCED level 3 or below>, was your goal to pursue a career in the teaching profession?
Did you complete a teacher education or training programme?
How did you receive your teaching qualifications?
Reading, writing and literature: Included in my teacher education or training programme
Reading, writing and literature: I teach it to the <national modal grade for 15-year-olds> in the current school year
Mathematics: Included in my teacher education or training programme or other professional qualification
Mathematics: I teach it to the <national modal grade for 15-year-olds> in the current school year
Science: Included in my teacher education or training programme or other professional qualification
Science: I teach it to the <national modal grade for 15-year-olds> in the current school year
Technology: Included in my teacher education or training programme or other professional qualification
Technology: I teach it to the <national modal grade for 15-year-olds> in the current school year
Social studies: Included in my teacher education or training programme or other professional qualification
Social studies: I teach it to the <national modal grade for 15-year-olds> in the current school year
Modern foreign languages: Included in my teacher education or training programme or other professional qualification
Modern foreign languages: I teach it to the <national modal grade for 15-year-olds> in the current school year
Ancient languages (e.g. Latin): Included in my teacher education or training programme
Ancient languages (e.g. Latin): I teach it to the <national modal grade for 15-year-olds> in the current school yr
Arts: Included in my teacher education or training programme or other professional qualification
Arts: I teach it to the <national modal grade for 15-year-olds> in the current school year
Physical education: Included in my teacher education or training programme or other professional qualif
Physical education: I teach it to the <national modal grade for 15-year-olds> in the current school year
Religion and\or ethics: Included in my teacher education or training programme or other professional qualif
Religion and\or ethics: I teach it to the <national modal grade for 15-year-olds> in the current school year
Practical and vocational skills: Included in my teacher education or training programme
Practical and vocational skills: I teach it to the <national modal grade for 15-year-olds> in the current school yr
Activities: Qualification programme (e.g. a <degree programme>)
Activities: Participation in a network of teachers formed specifically for the profes dev of teachers
Activities: Individual or collaborative research on a topic of interest to you professionally
Activities: Mentoring and\or peer observation and coaching, as part of a formal school arrangement
Activities: Reading professional literature (e.g. journals, evidence-based papers, thesis papers)
Activities: Engaging in informal dialogue with your colleagues on how to improve your teaching
Are you required to take part in professional development activities?
The advantages of being a teacher clearly outweigh the disadvantages.
If I could decide again, I would still choose to work as a teacher.
I regret that I decided to become a teacher.
I enjoy working at this school.
I wonder whether it would have been better to choose another profession.
I would recommend my school as a good place to work.
I am satisfied with my performance in this school.
All in all, I am satisfied with my job.
Is your school's capacity to provide instruction hindered by? A lack of teaching staff.
Inadequate or poorly qualified teaching staff.
A lack of assisting staff.
Inadequate or poorly qualified assisting staff.
A lack of educational material (e.g. textbooks, IT equipment, library or laboratory material).
Inadequate or poor quality educational material (e.g. textbooks, IT equipment, library or laboratory material).
A lack of physical infrastructure (e.g. building, grounds, heating\cooling, lighting and acoustic systems).
Inadequate or poor quality physical infrastructure
Teacher training: <Broad science> and technology content matter:knowledge and skills in any <broad science> disciplin
Teacher training: <school science>:teaching methodology related to <school science>, instructional skill
Teacher training: General topics in education:e.g. teacher-student interaction, class management, school evaluation
Teacher training: Other topics
Prof. dev.: <Broad science> and technology content matter:knowledge and skills in any <broad science> discipline
Prof. dev.: Teaching and learning <school science>:methodology related to <school science>, instructional skills
Prof. dev.:General topics in education:teacher-student interaction, classroom manage, school eval, special ed,
Prof. dev.: Other topics
Is there any formal curriculum for <school science> in <national modal grade for 15-year-olds>?
How much emphasis is given to? Knowing basic science facts\principles
How much emphasis is given to? Observing natural phenomena
How much emphasis is given to? Providing explanations
How much emphasis is given to? Designing and planning experiments
How much emphasis is given to? Conducting experiments or investigations
How much emphasis is given to? Integrating science with other subjects
How much emphasis is given to? Relating what students are learning to their daily lives
How much emphasis is given to? Incorporation the experiences of different ethnic groups and cultures
Are parents informed about the availability and content of the <school science> curriculum?
Regular coop among fellow <school science>? Discuss the achieve req for <school science> when setting tests.
Regular cooperation among your fellow <school science> ? To cooperate on what homework to give to our students.
Regular cooperation among your fellow <school science>? We discuss the criteria we use to grade written tests.
Regular cooperation among your fellow <school science>? We exchange tasks for lessons and homework
Regular coop among your fellow <school science>? I prepare\teaching units with my fellow <school science> teachers.
Regular cooperation among your fellow <school science>? We discuss ways to teach learning strategies\techniques
Regular cooperation among your fellow <school science>? <school science> teachers benefit from specif skills\interest
Regular cooperation among your fellow <school science>? We discuss ways identify students' individual strengh\weak.
How often does this happen in your <school science> lessons? Students are asked to draw conclusions
How often does this happen in your <school science> lessons? Students are given opportunities to explain their ideas.
How often does this happen in your <school science> lessons? I explain scientific ideas.
How often does this happen in your <school science> lessons? A small group discussion between students takes place.
How often does this happen in your <school science> lessons? A whole class discussion takes place
How often does this happen in your <school science> lessons? Current scientific issues are discussed.
How often does this happen in your <school science> lessons? Students make calculations using scientific formulas.
How often does this happen in your <school science> lessons? I use an interactive white board.
How often does this happen in your <school science> lessons? Students do their own scientific study\related research.
How often does this happen in your <school science> lessons? I discuss questions that students ask.
How often does this happen in your <school science> lessons? Students carry out practical work.
How often does this happen in your <school science> lessons? Students write up laboratory reports.
How often does this happen in your <school science> lessons? I demonstrate an idea.
How often does this happen in your <school science> lessons? I discuss questions of practical relevance.
How often does this happen in your <school science> lessons? Students read materials from a textbook.
How often does this happen in your <school science> lessons? Students take notes from the board.
How often does this happen in your <school science> lessons? Students discuss materials from a textbook.
How often does this happen in your <school science> lessons? Students watch videos.
How often does this happen in your <school science> lessons? Students use the internet.
How often does this happen in your <school science> lessons? The class corrects homework or a test.
How often does this happen in your <school science> lessons? Students fill out worksheets.
How often does this happen in your <school science> lessons? Students present something to the rest of the class.
Design experiments and hands-on activities for <inquiry-based learning>
Assign tailored tasks to the weakest as well as to the best students
Use a variety of assessment strategies
Facilitate a discussion among students on how to interpret experimental findings
Explain a complex scientific concept to a fellow teacher
State and defend an informed position on ethical problems relating to <broad science>
Read state-of-the art papers in my scientific discipline
Explain the links between biology, physics and chemistry
Included in my teacher ed, training: Knowledge and understanding of subject field(s)
Included in my prof dev: Knowledge and understanding of subject field(s)
Included in my teacher ed, training: Pedagogical competencies in teaching any subject field(s)
Included in my prof dev: Pedagogical competencies in teaching any subject field(s)
Included in my teacher ed, training: Knowledge of the curriculum
Included in my prof dev: Knowledge of the curriculum
Included in my teacher ed, training: Student assessment practices
Included in my prof dev: Student assessment practices
Included in my teacher ed, training: ICT skills for teaching
Included in my prof dev: ICT skills for teaching
Included in my teacher ed, training: Student behaviour and classroom management
Included in my prof dev: Student behaviour and classroom management
Included in my teacher ed, training: School management and administration
Included in my prof dev: School management and administration
Included in my teacher ed, training: Approaches to individualized learning
Included in my prof dev: Approaches to individualized learning
Included in my teacher ed, training: Teaching students with special needs
Included in my prof dev: Teaching students with special needs
Included in my teacher ed, training: Teaching in multicultural or multilingual setting
Included in my prof dev: Teaching in multicultural or multilingual setting
Included in my teacher ed, training: Teaching cross-curricular skills
Included in my prof dev: Teaching cross-curricular skills
Included in my teacher ed, training: Student career guidelines and counselling
Included in my prof dev: Student career guidelines and counselling
Included in my teacher ed, training: Internal evaluation or self- evaluation
Included in my prof dev: Internal evaluation or self- evaluation
Included in my teacher ed, training: Use of evaluation results
Included in my prof dev: Use of evaluation results
Included in my teacher ed, training: Teacher-parent cooperation
Included in my prof dev: Teacher-parent cooperation
The principal tries to achieve consensus with all staff when defining priorities and goals in school.
The principal is aware of my needs.
The principal inspires new ideas for my professional learning.
The principal treats teaching staff as professionals.
The principal ensures our involvement in decision making.
Teach jointly as a team in the same class
Observe other teachers classes and provide feedback
Engage in joint activities across different classes and age groups (e.g. projects)
Exchange teaching materials with colleagues
Engage in discussions about the learning development of specific students
Work with other teachers in my school to ensure common standards in evaluations for assessing student progress
Attend team conferences
Take part in collaborative professional learning
Doing some short task (10 minutes to 2 hours) in teams such as exercises or problems
Conducting a longer project (over several weeks) in teams such as writing a document, inventing something, etc.
Preparing and giving a talk\presentation together
Team collaboration activities? No appreciations
Team collaboration activities? Individual appreciations for individual performance
Team collaboration activities? Collective appreciations for a group product
Team collaboration activities? Collective appreciations for individual contributions
Team collaboration activities? Individual appreciations for a group product
Types Team collaboration activities? Members of groups work according to specialisation of each member
Types Team collaboration activities? Members of groups work on a collective outcome
Types Team collaboration activities? Group members receive different information (resource interdependence)
Types Team collaboration activities? Group members are assigned different roles (role interdependence)
Grouping practices? Groups with a mix of abilities
Grouping practices? Groups of students with similar abilities
Grouping practices? Groups as the students choose them
I develop and administer my own assessment.
I administer a <standardised test>.
I have individual students answer questions in front of the class.
Provide written feedback on student work in addition to a <mark, i.e. numeric score or letter grade>.
I let students judge their own progress.
I observe students when working on particular tasks and provide immediate feedback.
I collect data from classroom assignments or home work.
Assign final <semester> grades to students in <national modal grade for 15-year-olds> Student improvement <semester>.
Assign final <semester>\<national modal grade for 15-year-olds>? I consider students' problem solving ability.
Assign final <semester> \<national modal grade for 15-year-olds>? I consider students' critical thinking ability.
Assign final <semester>\<national modal grade for 15-year-olds>? Consider performance in collaborative problem solvin
Assign final <semester>\<national modal grade for 15-year-olds>? I recognize students' effort
Assign final <semester>\<national modal grade for 15-year-olds>? Performance in the current course to \previous cours
Assign final <semester>\<national modal grade for 15-year-olds>? Other students in the course.
Assign final <semester>\<national modal grade for 15-year-olds>? Written <national or regional performance standards>
Assign final <semester> grades to students in <national modal grade for 15-year-olds>? I consider the degree to which
Final <semester> grades in <national modal grade for 15-year-olds>? Grs <standardised tests>,<country specific exampl
Final <semester> grades to students in <national modal grade for 15-year-olds>? Non-mand., <country specific examples
Employment Status Contract - dichotomous
Teacher Employment Time - 4 steps
Teacher Employment Time - dichotomous.
Number of schools employed by – dichotomous
Originally trained teacher (wide definition): standard, in-service, or work-based teacher training
Originally trained teacher (strict definition): standard teacher training
Subject included in initial training: Reading, writing and literature
Subject included in initial training: Mathematics
Subject included in initial training: Science
Subject included in initial training: Technology
Subject included in initial training: Social studies
Subject included in initial training: Modern foreign languages
Subject included in initial training: Ancient languages (e.g. Latin)
Subject included in initial training: Arts
Subject included in initial training: Physical education
Subject included in initial training: Religion and\or ethics
Subject included in initial training: Practical and vocational skills
Overlap between initial education and teaching the modal grade - Reading, writing and literature
Overlap between initial education and teaching the modal grade - Mathematics
Overlap between initial education and teaching the modal grade - Science
Overlap between initial education and teaching the modal grade - Technology
Overlap between initial education and teaching the modal grade - Social Studies
Overlap between initial education and teaching the modal grade - Modern foreign languages
Overlap between initial education and teaching the modal grade - Ancient languages
Overlap between initial education and teaching the modal grade - Arts
Overlap between initial education and teaching the modal grade - Physical education
Overlap between initial education and teaching the modal grade - Religion and-or ethics
Overlap between initial education and teaching the modal grade - Practical and vocational skills
Participated in professional development in the last 12 months
Satisfaction with the current job environment (WLE)
Satisfaction with teaching profession (WLE)
Educational material shortage teachers view (WLE)
Staff shortage teachers view (WLE)
Science teacher collaboration (WLE)
Self-efficacy related to teaching science content (WLE)
Self-efficacy related to science content (WLE)
Knowledge and understanding of my subject field(s)
Pedagogical competencies in teaching my subject field(s)
Knowledge of the curriculum
Student assessment practices
ICT (information and communication technology) skills for teaching
Student behaviour and classroom management
School management and administration
Approaches to individualised learning
Teaching students with special needs
Teaching in a multicultural or multilingual setting
Teaching cross-curricular skills (e.g. problem solving, learning-to-learn)
Student career guidance and counselling
Internal evaluation or self-evaluation of schools
Use of evaluation results
Teacher-Parent co-operation
Exchange and co-ordination for teaching (WLE)
Transformational leadership teachers view (WLE)
GRADE NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT
Date of the database creation