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OECD report: Teacher effectiveness hampered by lack of incentives and bad behaviour in classrooms.

16/06/09 - Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.

Based on the new Teaching and Learning International Survey (TALIS), the report, Creating effective teaching and learning environments, provides for the first time internationally comparable data on conditions affecting teachers in schools in 23 participating countries.

Its main policy lesson is that education authorities need to provide more effective incentives for teachers. Many countries make no link between appraisal of teachers’ performance and the rewards and recognition that they receive, and even where there are such links they are often not very strong.

Launching the report, OECD Secretary-General Angel Gurría insisted on the need to push for better teacher performance. “High-quality teachers are key to the successful implementation of education policies,” he said. “The bottom line is that the quality of an education system cannot exceed the quality of its teachers and their work.” (read Gurría's full speech)

Read more, the report itself (with video interviews).