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| 2022 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
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| Table 230.94. | 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 |
| [Standard errors appear in parentheses] | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected teacher or school characteristic |
Percent of teachers who reported being able to do the following "quite a bit" or "a lot"1 |
|||||||||||
| Control disruptive behavior in the classroom |
Make expectations about student behavior clear |
Get students to follow classroom rules |
Calm a student who is disruptive or noisy |
|||||||||
| 1 | 2 | 3 | 4 | 5 | ||||||||
| Total | 84.6 | (1.07) | 92.7 | (0.81) | 88.0 | (2.03) | 79.8 | (1.61) | ||||
| Sex | ||||||||||||
| Male | 86.0 | (2.17) | 93.4 | (1.25) | 89.3 | (1.70) | 77.7 | (2.32) | ||||
| Female | 83.8 | (1.79) | 92.4 | (1.18) | 87.3 | (3.48) | 80.9 | (1.83) | ||||
Age |
||||||||||||
| Less than 30 | 81.8 | (2.64) | 89.1 | (2.22) | 85.4 | (2.57) | 72.1 | (3.33) | ||||
| 30 to 39 | 86.9 | (2.23) | 93.3 | (1.44) | 88.7 | (2.99) | 82.0 | (2.42) | ||||
| 40 to 49 | 88.5 | (1.46) | 95.6 | (0.95) | 92.1 | (1.29) | 84.0 | (2.20) | ||||
| 50 or more | 79.9 | (3.13) | 90.9 | (2.00) | 84.4 | (4.17) | 76.8 | (2.72) | ||||
Years of full- and part-time teaching experience |
||||||||||||
| Less than 3 | 61.2 | (4.20) | 72.9 | (5.89) | 67.0 | (5.01) | 72.7 | (7.08) | ||||
| 3 to 9 | 87.1 | (2.43) | 93.7 | (1.57) | 88.3 | (2.44) | 79.1 | (2.17) | ||||
| 10 to 20 | 87.3 | (1.27) | 95.5 | (0.74) | 93.0 | (1.10) | 84.6 | (1.56) | ||||
| Over 20 | 86.0 | (2.90) | 94.5 | (1.67) | 87.6 | (3.08) | 76.0 | (5.80) | ||||
Highest level of formal education completed2 |
||||||||||||
| Bachelor's degree or lower | 83.6 | (1.41) | 91.9 | (0.98) | 85.0 | (3.61) | 77.7 | (2.30) | ||||
| Master's or professional degree |
85.7 | (1.23) | 93.7 | (0.89) | 90.9 | (1.09) | 81.6 | (1.47) | ||||
| Doctor's degree | 74.1 | (10.63) | 85.0 | (11.00) | 73.0 | (9.68) | 73.9 | (10.62) | ||||
School enrollment |
||||||||||||
| Under 250 | 83.7 | (3.60) | 92.6 | (2.42) | 78.9 | (6.42) | 78.1 | (6.66) | ||||
| 250 to 499 | 82.7 | (2.81) | 90.8 | (2.43) | 90.6 | (3.55) | 80.4 | (2.39) | ||||
| 500 to 749 | 85.0 | (1.12) | 92.9 | (1.43) | 89.7 | (1.12) | 78.8 | (3.22) | ||||
| 750 to 999 | 89.5 | (2.35) | 95.4 | (1.19) | 91.9 | (1.23) | 83.9 | (2.46) | ||||
| 1,000 or more | 84.4 | (1.37) | 93.1 | (1.08) | 89.2 | (1.00) | 79.7 | (1.98) | ||||
School location3 |
||||||||||||
| Rural area or village (up to 3,000 people) |
85.8 | (2.54) | 95.8 | (2.15) | 89.1 | (2.26) | 83.5 | (6.30) | ||||
| Town (3,001 to 100,000 people) | 83.8 | (1.02) | 92.0 | (0.67) | 87.4 | (2.81) | 77.8 | (1.83) | ||||
| City (over 100,000 people) | 86.1 | (2.99) | 93.6 | (2.26) | 89.1 | (2.99) | 83.7 | (2.81) | ||||
Percent of students in school from socioeconomically disadvantaged homes4 |
||||||||||||
| 30 percent or less | 86.2 | (1.21) | 95.0 | (0.89) | 90.4 | (1.20) | 84.5 | (2.01) | ||||
| More than 30 percent | 83.8 | (1.39) | 91.7 | (1.06) | 86.7 | (2.80) | 77.5 | (1.84) | ||||
| 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 table combines the percentages for "quite a bit" and "a lot." | ||||||||||||
| 2 Data were calculated using International Standard Classification of Education (ISCED) 2011. "Bachelor's degree or lower" includes all teachers who have not completed any level of education higher than ISCED 2011 level 6. "Master's or professional degree" refers to teachers whose highest level of education completed is ISCED 2011 level 7. "Doctor's degree" refers to those who have completed ISCED 2011 level 8. | ||||||||||||
| 3 These categories differ from the National Center for Education Statistics (NCES) urban-centric locale categories (city, suburban, town, and rural) used in other tables. | ||||||||||||
| 4 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." | ||||||||||||
| NOTE: 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 table includes only lower secondary teachers who taught in U.S. public schools. Data on teacher characteristics are based on teacher responses, and data on school characteristics are based on responses provided by the school principal. | ||||||||||||
| SOURCE: Organization for Economic Cooperation and Development (OECD), Teaching and Learning International Survey (TALIS), 2018. (This table was prepared November 2019.) |
