FHI 360, through its Education Policy and Data Center (EPDC), examined the nature and extent of support for teacher professionalism around the world using results from the Teaching and Learning International Survey (TALIS) 2013, an international survey of teachers and principals in 38 countries and economies administered by the Organization for Economic Cooperation and Development (OECD). Following estimates that between 2008 and 2015, OECD member countries adopted 87 reforms targeting teachers, OECD commissioned the research seeking to understand teacher professionalism across educational systems and to identify policy recommendations on how to support teacher professionalism.

EPDC leveraged its extensive expertise in statistical modeling and strong knowledge of education policy issues in cross-national contexts to provide technical oversight in all components of the research. FHI 360’s research team led the analysis of teacher professionalism and its relationship to national education policies, as well as key teacher-level outcomes, and produced a series of country-specific data profiles on teacher professionalism to be used by OECD, its partner governments and other organizations supporting the delivery of education. The research also addresses equity concerns in teacher professionalism by examining how support gaps differ between schools with high levels of disadvantaged students compared to those with low-levels of disadvantaged students.

The EPDC team presented their findings in a report, Supporting Teacher Professionalism, in which they offer policy-relevant recommendations to help teachers address the needs of an increasingly diverse student population. The findings highlight the value of teacher collaboration, mentoring and pre-service formal education programs and show that overall higher levels of teacher professionalism are beneficial for teachers. The report notes the complexity of supporting teacher professionalism in different contexts.

Read the full research report.