Teacher Appraisal and Feedback: Perceived role of appraisal system
| Table 16. Percentage of lower secondary education teachers who "agree" or "strongly agree" with specific statements about teacher appraisal and feedback systems in their school, by statement and education system: 2013 (NOTE: this is a 2-part table. See Part 1 | Part 2) | ||||||||
|---|---|---|---|---|---|---|---|---|
| Education system | Feedback is provided to teachers based on a thorough assessment of their teaching | If a teacher is consistently underperforming, he/she would be dismissed | Measures to remedy any weaknesses in teaching are discussed with the teacher | A mentor is appointed to help teachers improve his/her teaching | ||||
| Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | Percent | (S.E.) | |
| Australia | 29.1 | (1.73) | 24.2 | (1.42) | 63.2 | (1.90) | 53.6 | (2.06) |
| Brazil | 45.0 | (1.00) | 36.8 | (0.93) | 76.7 | (0.81) | 63.1 | (1.00) |
| Bulgaria | 64.0 | (1.59) | 47.7 | (1.66) | 87.2 | (0.96) | 65.5 | (1.56) |
| Chile | 60.1 | (2.00) | 59.6 | (1.95) | 74.2 | (1.60) | 48.2 | (2.18) |
| Croatia | 45.2 | (1.14) | † | † | 65.6 | (1.29) | 30.7 | (1.17) |
| Cyprus | 42.8 | (1.27) | 49.5 | (1.49) | 78.9 | (1.08) | 65.2 | (1.26) |
| Czech Republic | 51.8 | (1.64) | 45.9 | (1.30) | 83.8 | (1.16) | 39.4 | (1.43) |
| Denmark | 22.6 | (1.33) | 35.6 | (2.07) | 66.8 | (1.71) | 33.5 | (1.63) |
| Estonia | 50.3 | (1.47) | 32.8 | (1.53) | 79.7 | (0.95) | 40.2 | (2.01) |
| Finland | 16.8 | (0.83) | 16.4 | (1.03) | 65.2 | (1.22) | 16.5 | (1.26) |
| France | 19.4 | (0.91) | 12.0 | (0.73) | 57.8 | (1.10) | 40.8 | (1.28) |
| Iceland | 15.4 | (1.13) | 24.1 | (1.23) | 49.1 | (1.62) | 28.0 | (1.48) |
| Israel | 50.0 | (1.53) | 40.8 | (1.56) | 70.6 | (1.07) | 58.5 | (1.07) |
| Italy | † | † | † | † | 69.2 | (1.07) | 38.3 | (1.01) |
| Japan | 31.6 | (1.08) | 13.9 | (0.86) | 70.6 | (0.93) | 31.4 | (1.15) |
| Korea, Republic of | 50.1 | (1.20) | 18.9 | (0.99) | 75.4 | (0.98) | 46.1 | (1.32) |
| Latvia | 73.6 | (1.21) | 38.7 | (2.19) | 88.9 | (0.97) | 36.9 | (1.87) |
| Malaysia | 89.3 | (0.77) | 17.3 | (0.83) | 93.4 | (0.49) | 86.2 | (0.73) |
| Mexico | 42.9 | (1.17) | 26.0 | (1.17) | 76.6 | (0.94) | 50.9 | (1.42) |
| Netherlands | 44.1 | (2.46) | 34.9 | (1.50) | 74.3 | (1.60) | 65.5 | (2.39) |
| Norway | 21.6 | (3.24) | 11.3 | (1.74) | 56.0 | (2.08) | 24.8 | (3.51) |
| Poland | 66.5 | (1.44) | 17.5 | (1.00) | 76.6 | (1.39) | 42.1 | (1.66) |
| Portugal | 53.4 | (1.10) | 37.3 | (1.02) | 66.3 | (1.12) | 49.8 | (1.14) |
| Romania | 72.8 | (1.31) | 42.9 | (1.28) | 89.8 | (0.83) | 66.9 | (1.43) |
| Serbia | 56.5 | (1.29) | 18.5 | (0.74) | 80.1 | (0.88) | 52.5 | (1.08) |
| Singapore | 68.2 | (0.87) | 45.5 | (0.86) | 88.0 | (0.55) | 83.8 | (0.65) |
| Slovak Republic | 65.5 | (1.18) | 30.8 | (1.07) | 86.7 | (0.78) | 35.7 | (1.32) |
| Spain | 17.3 | (1.05) | 15.2 | (1.10) | 63.2 | (1.04) | 14.4 | (0.90) |
| Sweden | 15.4 | (1.09) | 26.9 | (1.25) | 61.7 | (1.25) | 26.8 | (1.20) |
| Abu Dhabi-United Arab Emirates | 76.2 | (1.40) | 46.0 | (1.48) | 82.6 | (1.16) | 68.2 | (1.49) |
| Alberta-Canada | 45.6 | (1.45) | 26.3 | (1.29) | 69.1 | (1.46) | 47.3 | (1.61) |
| Belgium-Flemish | 46.9 | (1.39) | 33.0 | (1.44) | 68.0 | (1.44) | 53.0 | (1.51) |
| England-United Kingdom | 54.8 | (1.49) | 42.6 | (1.46) | 83.1 | (1.14) | 73.0 | (1.27) |
| International average1 | 47.0 | (0.26) | 31.3 | (0.24) | 73.9 | (0.21) | 47.8 | (0.27) |
| United States | 53.2 | (2.16) | 46.9 | (2.27) | 70.8 | (2.03) | 53.3 | (2.03) |
| † Not applicable or not administered in the country. 1 The international average is the average of the education systems that met the qualifying conditions, with each education system weighted equally. The United States did not meet the international standards for participation rates and, as a result, is not included in the international average and is shown separately from other education system estimates. NOTE: S.E. means standard error. TALIS sampled teachers at ISCED Level 2, which in the United States is grades 7, 8, and 9. Education systems are listed alphabetically by nation and then by subnational entities. SOURCE: Organization for Economic Cooperation and Development, Teaching and Learning International Survey (TALIS), 2013. |
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