Schoolcompositie en kenmerken van docentkwaliteit op VO-scholen: Resultaten van secundaire analyses op de Nederlandse data in het OESO-TALIS 2013 bestand

Translated title of the contribution: Composition and teaching quality characteristics in schools for secondary education: Results from secondary analyses on the Dutch OECD-TALIS 2013 data

S. Severiens*, E. Van Der Boom, K. Ouwehand, M. Meeuwisse

*Corresponding author for this work

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Abstract

The current study presents the results of secondary analyses on the Dutch data in the Teaching and Learning International Survey (TALIS) from the OECD. Using multi-level regression analyses, job satisfaction, teaching quality characteristics as well as need for professional development are investigated in schools that vary according to composition. The results show that teachers in schools with relatively large percentages of students from low socio-economic backgrounds are less satisfied with their profession, they show lower levels of self-efficacy and less positive student-teacher relationships. In schools with relatively large percentages of students who have a different home language than the language of instruction, the results show no relationships with job satisfaction and the educational quality characteristics. The results also show that teachers in schools with low SES pupils and pupils with different home languages have more need for professional development in the area of diversity and this is especially true for beginning teachers. The study ends with recommendations for future research and educational practice.

Translated title of the contributionComposition and teaching quality characteristics in schools for secondary education: Results from secondary analyses on the Dutch OECD-TALIS 2013 data
Original languageDutch
Pages (from-to)254-271
Number of pages18
JournalPedagogische Studien
Volume95
Issue number4
Publication statusPublished - 26 Mar 2019

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