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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 602.93. | 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 |
| [Standard errors appear in parentheses] | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Country or other education system2 |
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 | ||||||||
| OECD average3 | 85.1 | (0.17) | 91.1 | (0.12) | 88.6 | (0.17) | 83.2 | (0.18) | ||||
| Alberta (Canada) | 86.8 | (2.09) | 95.0 | (0.78) | 89.8 | (2.05) | 84.0 | (1.93) | ||||
| Australia | 83.8 | (0.94) | 94.4 | (0.56) | 89.5 | (0.75) | 82.1 | (1.00) | ||||
| Austria | 87.6 | (0.67) | 93.9 | (0.39) | 88.1 | (0.69) | 85.7 | (0.74) | ||||
| Belgium | 80.3 | (1.07) | 92.5 | (0.63) | 87.6 | (0.81) | 82.3 | (0.88) | ||||
| Chile | 87.5 | (1.15) | 96.0 | (0.89) | 90.4 | (1.16) | 83.4 | (1.45) | ||||
Colombia |
97.8 | (0.68) | 97.6 | (0.68) | 98.0 | (0.68) | 96.3 | (0.76) | ||||
| Czech Republic | 83.4 | (0.83) | 78.9 | (0.85) | 84.0 | (0.89) | 83.1 | (0.80) | ||||
| Denmark | 96.0 | (0.63) | 98.4 | (0.39) | 95.7 | (0.58) | 95.8 | (0.67) | ||||
| England (United Kingdom) | 87.7 | (1.19) | 96.7 | (0.63) | 93.5 | (0.78) | 86.1 | (1.15) | ||||
| Estonia | 80.7 | (0.87) | 91.1 | (0.62) | 87.5 | (0.74) | 74.8 | (0.98) | ||||
Finland |
82.9 | (0.97) | 90.4 | (0.70) | 85.5 | (0.85) | 76.4 | (0.88) | ||||
| France | 71.4 | (0.93) | 89.3 | (0.59) | 86.0 | (0.86) | 74.0 | (0.89) | ||||
| Hungary | 93.2 | (0.45) | 98.2 | (0.34) | 95.2 | (0.42) | 93.8 | (0.54) | ||||
| Israel4 | 84.3 | (1.00) | 94.0 | (0.65) | 86.6 | (0.91) | 82.2 | (0.95) | ||||
| Italy | 92.9 | (0.51) | 93.1 | (0.55) | 95.5 | (0.38) | 90.0 | (0.57) | ||||
Japan |
60.5 | (0.99) | 60.3 | (0.99) | 62.9 | (1.00) | 60.2 | (1.10) | ||||
| Korea, Republic of | 82.5 | (0.92) | 79.4 | (1.10) | 84.1 | (0.78) | 79.5 | (0.89) | ||||
| Latvia | 85.7 | (1.12) | 94.9 | (0.60) | 93.1 | (0.73) | 81.3 | (1.18) | ||||
| Lithuania | 89.3 | (0.59) | 83.1 | (0.77) | 89.9 | (0.66) | 86.6 | (0.71) | ||||
| Mexico | 87.6 | (0.94) | 89.1 | (0.66) | 89.8 | (0.75) | 81.9 | (1.05) | ||||
Netherlands4 |
93.6 | (0.90) | 97.7 | (0.41) | 94.7 | (0.85) | 92.2 | (0.99) | ||||
| New Zealand | 84.5 | (0.90) | 93.7 | (0.75) | 88.7 | (0.84) | 82.4 | (0.91) | ||||
| Norway | 78.8 | (1.00) | 89.5 | (0.62) | 84.5 | (0.82) | 80.1 | (0.90) | ||||
| Portugal | 97.9 | (0.32) | 98.1 | (0.27) | 98.0 | (0.28) | 97.1 | (0.33) | ||||
| Slovak Republic | 78.5 | (0.88) | 91.0 | (0.69) | 88.3 | (0.71) | 81.2 | (0.84) | ||||
Slovenia |
84.8 | (0.95) | 94.7 | (0.56) | 84.9 | (0.90) | 83.1 | (1.02) | ||||
| Spain | 77.6 | (0.68) | 88.9 | (0.71) | 81.1 | (0.60) | 72.1 | (0.93) | ||||
| Sweden | 81.0 | (0.99) | 90.0 | (0.76) | 84.7 | (0.91) | 80.1 | (0.92) | ||||
| Turkey | 90.2 | (0.61) | 90.2 | (0.54) | 92.5 | (0.48) | 89.2 | (0.58) | ||||
| United States | 84.6 | (1.07) | 92.7 | (0.81) | 88.0 | (2.03) | 79.8 | (1.61) | ||||
| 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 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. | ||||||||||||
| 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. | ||||||||||||
| 4 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. | ||||||||||||
| NOTE: This table includes only OECD countries for which data are available. 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. | ||||||||||||
| SOURCE: Organization for Economic Cooperation and Development (OECD), Teaching and Learning International Survey (TALIS), 2018. (This table was prepared November 2019.) |
