National and regional variations in school systems, have often been explained in comparative school governance research in the Nordic countries with variations in long-standing traditions in curriculum development, characterised by a dichotomy between an Anglo-American curriculum tradition and a German/European continental tradition of Didaktik.…

This report analyses key aspects of the professional life of lower secondary teachers (ISCED 2) across Europe. It is based on qualitative Eurydice data from national policies and legislation, and quantitative data from the Teaching and Learning International Survey (TALIS) on practices and perceptions of teachers and school heads. Connecting these…

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance,…

TALIS has been conducted every five years since 2008, with TALIS 2018 being the third cycle. The study has given teachers and school leaders the opportunity to voice their opinions on their working conditions, learning environments and practices. The perspective of teachers and school leaders is vital for education systems to understand what is…

Modern education systems evolve in a context of growing teacher shortages, frequent turnover and a low attractiveness of the profession. In such a context where these challenges interrelate, there is an urgent need to better understand the well-being of teachers and its implications on the teaching and learning nexus. This working paper proposes a…