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Annual Reports and Information Staff (Annual Reports)
Preprimary, Elementary, and Secondary Education

Teachers’ Reports on Managing Classroom Behaviors

(Last Updated: July 2020)
This indicator also appears under School Crime and Safety.

In 2018, some 93 percent of lower secondary teachers in U.S. public schools reported that they were able to make expectations about student behavior clear quite a bit or a lot, 88 percent reported that they were able to get students to follow classroom rules quite a bit or a lot, 85 percent reported that they were able to control disruptive behavior in the classroom quite a bit or a lot, and 80 percent reported that they were able to calm a student who is disruptive or noisy quite a bit or a lot. These percentages were not measurably different from the respective OECD averages.

In the Teaching and Learning International Survey (TALIS) administered in 2018, lower secondary teachers (grades 7–9 in the United States) were asked to rate their ability in managing student behaviors, including controlling disruptive behavior in the classroom, making expectations about student behavior clear, getting students to follow classroom rules, and calming a student who is disruptive or noisy. This indicator presents the percentages of lower secondary teachers in public schools who reported being able to manage student behaviors in the United States and across participating Organization for Economic Cooperation and Development (OECD) countries or education systems. Then, focusing on teachers in the United States, this indicator examines whether these data vary by teacher and school characteristics.

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Figure 1. Percentage of lower secondary teachers in public schools who reported being able to make expectations about student behavior clear “quite a bit” or “a lot,” by country or other education system: 2018
Figure 1. Percentage of lower secondary teachers in public schools who reported being able to make expectations about student behavior clear “quite a bit” or “a lot,” by country or other education system: 2018

1 Most of the education systems represent complete countries, but two represent subnational entities: Alberta is a province of Canada, and England is a component of the United Kingdom.

2 Estimates may include some teachers in private schools. The survey item about whether a school is publicly or privately managed was withdrawn at this country’s request because the classifications of private schools were not defined well enough to ensure non-misinterpretation of data.

3 Refers to the mean of the data values for all Organization for Economic Cooperation and Development (OECD) countries for which 2018 data are available. Each OECD country with available data contributes equally to the OECD average.

NOTE: In each participating country, the survey collected data from a nationally representative sample of teachers who taught at International Standard Classification of Education (ISCED) 2011 level 2. ISCED level 2 refers to lower secondary education, which corresponds to grades 7–9 in the United States. Unless otherwise noted, results are for only those lower secondary teachers who taught in public schools. Teachers were asked “In your teaching, to what extent can you do the following?” For each item, teachers could select one option: “not at all,” “to some extent,” “quite a bit,” or “a lot.” This figure combines the percentages for “quite a bit” and “a lot.” Although rounded numbers are displayed, the figures are based on the unrounded data.

SOURCE: Organization for Economic Cooperation and Development (OECD), Teaching and Learning International Survey (TALIS), 2018. See Digest of Education Statistics 2019, table 602.93.

Figure 2. Percentage of lower secondary teachers in public schools who reported being able to manage various aspects of student behavior “quite a bit” or “a lot,” by years of full- and part-time teaching experience: 2018
Figure 2. Percentage of lower secondary teachers in public schools who reported being able to manage various aspects of student behavior “quite a bit” or “a lot,” by years of full- and part-time teaching experience: 2018

NOTE: Data were based on teacher responses. The survey collected data from nationally representative samples of teachers at the lower secondary level (ISCED 2011 level 2, which corresponds to grades 7–9 in the United States). This figure includes only lower secondary teachers who taught in U.S. public schools. Teachers were asked “In your teaching, to what extent can you do the following?” For each item, teachers could select one option: “not at all,” “to some extent,” “quite a bit,” or “a lot.” This figure combines the percentages for “quite a bit” and “a lot.” Although rounded numbers are displayed, the figures are based on the unrounded data.

SOURCE: Organization for Economic Cooperation and Development (OECD), Teaching and Learning International Survey (TALIS), 2018. See Digest of Education Statistics 2019, table 230.94.


1 Teachers were asked “In your teaching, to what extent can you do the following?” For each item, teachers could select one option: “not at all,” “to some extent,” “quite a bit,” or “a lot.” This indicator combines the percentages for “quite a bit” and “a lot.”

2 Most of the education systems represent complete OECD countries, but two represent subnational entities: Alberta is a province of Canada, and England is a component of the United Kingdom.

3 In TALIS, principals were asked to estimate the broad percentage of lower secondary students in their school from socioeconomically disadvantaged homes. “Socioeconomically disadvantaged homes” were defined as “homes lacking the basic necessities or advantages of life, such as adequate housing, nutrition or medical care.”

Supplemental Information

Table 230.94 (Digest 2019): Percentage of lower secondary teachers in public schools who reported being able to manage various aspects of student behavior “quite a bit” or “a lot,” by selected teacher and school characteristics: 2018;
Table 602.93 (Digest 2019): Percentage of lower secondary teachers in public schools who reported being able to manage various aspects of student behavior “quite a bit” or “a lot,” by country or other education system: 2018
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Previous versions of this indicator available in the Indicators of School Crime and Safety reports.
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