Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 2019 Grade 9 student questionnaire, we assess three dimensions of teaching quality based on the three basic dimensions (TBD) framework. Results show that more frequent limitations to teaching are linked to lower student-reported quality. We find that more satisfied teachers deliver clearer instruction and achieve better classroom management. However, we find no evidence that limitations to teaching are associated with lower job satisfaction, nor that job satisfaction mediates the relationship between limitations and teaching quality. We discuss implications for teacher education and educational policymaking.

The within-school gap in teaching has long been a primary focus of policymakers, researchers, and practitioners working to ensure equitable student outcomes. However, limited empirical research has examined the factors that can address this gap. This study examined the role of instructional school leadership in explaining variation in within-school creative pedagogies, controlling for various school-level contextual and teacher-related variables. The data come from 17 countries that participated in the 2022 PISA program. The analysis followed three steps. First, variables related to school and teachers were included in the regression. Then, instructional leadership was included in the analysis to examine its association with within-school variation in teachers’ use of creative pedagogies. The regression coefficients from each country were then combined in a meta-analysis to estimate the country-level effects. Across 17 countries, instructional leadership was generally associated with lower within-school variation in teaching quality, though this relationship was statistically significant in only three countries. These results point to a modest but potentially meaningful role for instructional leadership in reducing the gap among teachers in their creativity-oriented teaching practices and, in turn, promoting greater equity in student learning.

The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.

In this paper, we report on teachers’ and principals’ shared perceptions regarding beliefs, rules, trust, and encouragement of new initiatives. Collectively, these are aspects of leadership for learning (LFL) describing an overall shared climate in schools. We demonstrate how these perceptions on school climate differ across teachers and principals within and across countries. Moreover, we report how different perceptions of school climate are associated with leadership style. We analyze data from 37 countries that participated in the last cycle of the Teaching and Learning International Survey (TALIS) in 2018. To build the measurement model, we employ multigroup multilevel confirmatory factor analysis, whereas multivariate linear regression is used to inspect associations. Overall, principals and teachers differ in their views of school climate. In the majority of the countries, principals report stronger school climate than teachers. We further confirm these perceptual differences between teachers and principals by separately studying the relationships between teacher perceived school climate and principal perceived school climate with relevant leadership variables. In the entire sample, we find that principals’ perceptions of school climate are more strongly and consistently associated with leadership in schools. This relationship is particularly stable for distributed leadership. In the entire sample, leadership styles are weakly positively correlated with teacher perceptions of school climate too; however, this association is less pronounced and less stable within individual countries. The analyses conducted within countries revealed that the distributed leadership rather than instructional leadership shapes teachers’ perceptions of school climate. More discussion is presented on the need for alignment between different perceptions of school climate and leadership styles in the overall organizational quality.

ABSTRACT The purpose of this study is to examine leadership for learning practices across the world by establishing profiles of leadership at school and country levels. Consequently, the study brings to our attention the (ir)relevance of school and system features for leadership for learning. The paper contributes to the field through the use of an extensive exploratory approach across a varied set of school leadership measures collected from both teachers and principals and contextualized in 42 different educational systems participating in the Teaching and Learning International Survey (TALIS) 2018. Consequently, this work has the potential to generate hypotheses regarding the understanding of the complex nature of school leadership worldwide. Surprisingly, the findings reveal that clusters at the country level primarily do not reflect countries with geographical, linguistic, or political proximity. Such clusters were expected, given the evidence found in the literature that shows leadership to largely be determined by contextual, societal, and cultural values. Nevertheless, the analysis identifies five profiles of leadership across schools, the majority of which can be found in most countries participating in TALIS.

Abstract In the Teaching and Learning International Survey (TALIS), instructional leadership is measured by the self-reports of principals on three items only. When this measure is investigated together with teacher satisfaction with current work environment, no significant associations were found in the Nordic countries participating in the TALIS 2013 round. This paper argues that a potential reason for this might be the severely underrepresented construct of instructional leadership. As an alternative approach, teacher data from the same study are used to establish two important dimensions of instructional leadership at the school level: 1) managing the instructional program and 2) developing the school learning climate. Applying multilevel structural equation modelling (MSEM), we establish two shared cluster constructs at the school level and observe significant modest relationships between these constructs and teacher job satisfaction with current work environment. The paper brings to our attention the different approaches for interpreting, exploring, and making sense of instructional leadership in international large-scale studies, such as TALIS, from the joint perspective of teachers.