TALIS
User Guide for the
International Database
T e a c h i n g
A n d
L e a r n i n g
I n t e r n at i o n a l
S u r v e y
O R G A N I S AT I O N F O R E C O N O M I C C O - O P E R AT I O N A N D D E V E L O P M E N T
List of contributors and editors
Editor:
•
Ralph Carstens, IEA Data Processing and Research Center
Contributors:
•
Alena Becker, IEA Data Processing and Research Center
•
Jean Dumais, Statistics Canada
•
Leslie Rutkowski, IEA Data Processing and Research Center
•
Plamen Mirazchiyski, IEA Data Processing and Research Center
•
Sylvie LaRoche, Statistics Canada
Foreword
The OECD’s Teaching and Learning International Survey (TALIS) was the first international survey to focus
on the working conditions of teachers and the learning environment in schools. By examining important
aspects of teachers’ professional development, teacher beliefs, attitudes and practices, teacher appraisal and
feedback, and school leadership, TALIS aims to assist countries in evaluating and developing policies that
foster the best conditions for effective schooling.
This User Guide has been designed to provide a basic yet thorough introduction to the TALIS international
database, which includes school- and teacher-level data from 23 countries, over 4 000 schools and over 70
000 teachers. The Guide also explains the majority of descriptive and inferential analyses presented in the
initial publication Creating Effective Teaching and Learning Environments: First Results from TALIS (OECD,
2009). It illustrates and explains these types of analyses as well as other useful techniques that were not
used in the initial results publication. While the Guide is limited to the use of SPSS and WesVar analyses and
does not describe every possible analytical technique appropriate for TALIS, such as multi-level modelling, it
does provide users with sufficient information on the international database and its technical aspects to
allow for a successful configuration of both software and statistical models appropriate for SAS or Stata.
TALIS is a collaborative effort by the participating countries, guided by their governments on the basis of
shared policy-driven interests. Representatives of each country form the TALIS Board of Participating
Countries, which determines the policy orientations of TALIS as well as the analysis and results produced
from it.
The OECD recognises the significant contributions of the IEA Data Processing and Research Center in
Hamburg, Germany and Statistics Canada in Ottawa, Ontario, Canada. The principal authors of specific
chapters in thie Guide were for Chapter 1: Ralph Carstens; Chapter 2: Alena Becker and Ralph Carstens;
Chapter 3: Jean Dumais and Sylvie LaRoche; Chapter 4: Alena Becker and Plamen Mirazchiyski; Chapter 5:
Leslie Rutkowski; Chapter 6: Jean Dumais and Ralph Carstens.
The editorial work at the OECD Secretariat was carried out by Eric Charbonnier, Michael Davidson, Ben
Jensen, Niccolina Clements, Soojin Park and Elisabeth Villoutreix. A full list of contributors to the TALIS
project is included in Annex A of this report.
2
TALIS User Guide to the International Database
Table of contents
1
The first TALIS survey and international database (IDB) ....................................................................6
1.1 Overview ..................................................................................................................................6
1.2 The TALIS design in brief ...........................................................................................................6
1.2.1
Participating countries .......................................................................................................7
1.2.2
Target populations, sampling and instruments .....................................................................7
1.2.3
Operations and data preparation ........................................................................................8
1.2.4
Weighting and quality of samples .......................................................................................8
1.3 Secondary analysis of data from the first round of TALIS ..............................................................9
1.3.1
Resources and requirements ..............................................................................................9
1.3.2
Estimation requirements .................................................................................................. 10
1.3.3
Levels and units of analysis .............................................................................................. 10
1.3.4
Limitations of the public-use database............................................................................... 11
1.4 The organisation of this guide .................................................................................................. 12
2 The TALIS data files ..................................................................................................................... 13
2.1 Overview ................................................................................................................................ 13
2.2 Files and codebooks ................................................................................................................ 13
2.3 Records included ..................................................................................................................... 14
2.4 Survey variables ...................................................................................................................... 15
2.4.1
Identification variables ..................................................................................................... 15
2.4.2
Administration variables ................................................................................................... 16
2.4.3
Questionnaire variables .................................................................................................... 16
2.4.4
Indices, ratios and indicators derived from the questionnaire data ....................................... 17
2.4.5
Weighting and variance estimation variables ...................................................................... 18
2.4.6
Database version and date of release ................................................................................ 19
2.5 Coding of missing data ............................................................................................................ 19
2.5.1
Not administered questions .............................................................................................. 19
2.5.2
Omitted questions and invalid responses ........................................................................... 20
2.5.3
Not reached questions ..................................................................................................... 20
2.5.4
Logically not applicable questions ..................................................................................... 20
2.6 Confidentiality measures applied to the public-use international database and resulting limitations . 21
2.6.1
International-level measures ............................................................................................ 21
2.6.2
Country-level measures ................................................................................................... 21
3 Weights and complex sample variance estimation ........................................................................... 23
3.1 Overview ................................................................................................................................ 23
3.2 Sampling weights .................................................................................................................... 23
3.2.1
Why weights are needed.................................................................................................. 23
3.2.2
Selecting the appropriate weight variable .......................................................................... 23
3.2.3
Example for analysing weighted data ................................................................................ 23
3.3 Variance estimation ................................................................................................................. 24
3.3.1
Why variance estimation is needed ................................................................................... 24
3.3.2
Selecting the appropriate variance estimation variables ...................................................... 24
3.3.3
Estimating the sampling error ........................................................................................... 25
3.3.4
Obtaining confidence intervals .......................................................................................... 25
3.3.5
Example for variance estimation ....................................................................................... 25
3.4 Statistical software packages for estimation in complex sample designs ....................................... 26
4 Analyzing the TALIS data using the IEA IDB Analyzer ...................................................................... 27
4.1 Overview ................................................................................................................................ 27
4.2 The IEA IDB Analyzer .............................................................................................................. 27
4.2.1
The merge and analysis modules ...................................................................................... 27
4.2.2
System requirements ....................................................................................................... 27
4.2.3
Download, licensing and usage in the context of TALIS....................................................... 27
4.3 Merging files with the IEA IDB Analyzer .................................................................................... 28
4.4 Performing analyses with the IEA IDB Analyzer .......................................................................... 30
4.4.1
Supported analysis types and required parameters ............................................................. 30
4.4.2
Computing percentages (only) and their standard errors ..................................................... 32
TALIS User Guide to the International Database
3
5
6
7
8
4
4.4.3
Computing percentages and means and their standard errors ............................................. 34
4.4.4
Computing regression coefficients and their standard errors ................................................ 36
4.4.5
Computing correlations and their standard errors ............................................................... 40
4.5 Reproducing analyses from the initial TALIS report (OECD, 2009)................................................ 42
4.5.1
Analysis with school-level variables ................................................................................... 42
4.5.2
Analysis with teacher-level variables ................................................................................. 46
Analyzing the TALIS data using the WesVar .................................................................................... 50
5.1 Overview ................................................................................................................................ 50
5.2 WesVar .................................................................................................................................. 50
5.3 Creating a WesVar data file from the SPSS data files .................................................................. 50
5.4 Creating a WesVar workbook for analysing TALIS data ............................................................... 54
5.5 Analysis in WesVar .................................................................................................................. 56
5.5.1
Recoding variables in WesVar ........................................................................................... 56
5.5.2
General descriptive statistics and estimates ....................................................................... 59
5.5.3
Chi-square tests of association and odds ratios .................................................................. 62
5.5.4
Logistic regression ........................................................................................................... 67
5.6 Summary and other analyses in WesVar .................................................................................... 70
Comparing estimates with appropriate standard errors .................................................................... 71
6.1 Overview ................................................................................................................................ 71
6.2 Comparing estimates within a country....................................................................................... 71
6.3 Comparing a country estimate and an average for multiple countries ........................................... 71
6.3.1
Computing the TALIS or another average and its standard error.......................................... 71
6.3.2
Computing the standard error for the difference ................................................................ 72
6.4 Comparing estimates for two or more countries ......................................................................... 72
6.4.1
Comparing estimates for two countries.............................................................................. 72
6.4.2
Comparing estimates for multiple countries (multiple comparisons) ..................................... 72
6.4.3
Limitations for the direct comparison of indices between countries ...................................... 74
References................................................................................................................................... 75
Appendices .................................................................................................................................. 77
8.1 Appendix A1 – Principal questionnaire ....................................................................................... 77
8.2 Appendix A2 – Teacher questionnaire ....................................................................................... 98
8.3 Appendix A3 – National adaptations summary ........................................................................... 98
8.4 Appendix A4 – Principal questionnaire codebook ...................................................................... 173
8.5 Appendix A5 – Teacher questionnaire codebook....................................................................... 235
TALIS User Guide to the International Database
List of tables and figures
Table 1.1 Countries participating in the first round of TALIS .....................................................................7
Table 3.1 Example of unweighted and weighted analyses ....................................................................... 24
Table 3.2 Example of unweighted, weighted (no design) and weighted (with design) analyses .................. 25
Figure 4.1 Merge Module – Selecting participants................................................................................... 29
Figure 4.2 Merge Module – Selecting file types and variables .................................................................. 30
Figure 4.3 IEA IDB Analyzer – Analysis Module ...................................................................................... 31
Table 4.1 Types of available analysis for the data from the first round of TALIS ....................................... 31
Figure 4.4 Analysis Module – Computing percentages (only) ................................................................... 33
Figure 4.5 SPSS output for example percentages (only) analysis ............................................................. 34
Figure 4.6 Analysis Module – Computing Percentages and Means ............................................................ 35
Figure 4.7 SPSS output for example percentages and means analysis ...................................................... 36
Figure 4.8 Example SPSS syntax to dummy recode variables for analysis ................................................. 37
Figure 4.9 Analysis Module – Computing regression ............................................................................... 39
Figure 4.10 SPSS output for example regression analysis ........................................................................ 39
Figure 4.11 Analysis Module – Computing correlations............................................................................ 41
Figure 4.12 SPSS output for example correlation analysis ....................................................................... 41
Figure 4.13 Table 5.6 (1/3) from the TALIS international report (OECD, 2009) for the example school-level
analysis .............................................................................................................................................. 43
Figure 4.14 Merge module for example school-level analysis ................................................................... 44
Figure 4.15 Analysis module for example school-level analysis ................................................................ 45
Figure 4.16 SPSS output for example school-level analysis ...................................................................... 45
Figure 4.17 Table 7.2 from the TALIS international report (OECD, 2009) for the example teacher-level
analysis .............................................................................................................................................. 46
Figure 4.18 Merge module for example teacher-level analysis ................................................................. 47
Figure 4.19 Analysis module for example teacher-level analysis............................................................... 48
Figure 4.20 SPSS output for example teacher-level analysis .................................................................... 49
Figure 5.1 WesVar main screen ............................................................................................................ 51
Figure 5.2 Setting WesVar file paths ..................................................................................................... 52
Figure 5.3 Browsing to input data ......................................................................................................... 53
Figure 5.4 WesVar data file window ...................................................................................................... 54
Figure 5.5 Selecting WesVar data for a new workbook ........................................................................... 55
Figure 5.6 New WesVar workbook ........................................................................................................ 56
Figure 5.7 Main recode window ............................................................................................................ 57
Figure 5.8 Second recode window ........................................................................................................ 57
Figure 5.9 Labelling variables in WesVar ............................................................................................... 58
Figure 5.10 Specifying a table request in WesVar ................................................................................... 59
Figure 5.11 Computing means in WesVar .............................................................................................. 60
Figure 5.12 Specifying table set details ................................................................................................. 61
Figure 5.13 WesVar output, single variable mean................................................................................... 62
Table 5.1 Two-by-two contingency table ............................................................................................... 62
Figure 5.14 Specifying a two-by-two table for each country .................................................................... 64
Figure 5.15 Specifying cell definitions ................................................................................................... 65
Figure 5.16 Constructing an odds ratio.................................................................................................. 66
Figure 5.17 WesVar output for user-defined odds ratio ........................................................................... 67
Figure 5.18 Specifying a simple logistic regression ................................................................................. 68
Figure 5.19 Logistic regression parameter estimates .............................................................................. 69
Figure 5.20 Odds ratios output ............................................................................................................. 70
TALIS User Guide to the International Database
5
1
The first TALIS survey and international database (IDB)
Ralph Carstens
1.1 Overview
The OECD’s Teaching and Learning International Survey (TALIS) was the first international survey to focus
on the working conditions of teachers and the learning environment in schools. Its aim is to help countries to
review and develop policies that foster the conditions for effective schooling.
To support and promote secondary analyses, the OECD is making the rich international TALIS database, the
Technical Report (OECD, 2010) and this guide available to analysts and public users. The database
comprises school- and teacher-level data from 23 countries, which gave permission to release their national
data. It includes information from more than 4 000 schools and more than 70 000 teachers.
This guide has been designed to provide a basic yet thorough introduction to the TALIS database and to the
majority of descriptive and inferential analysis as presented in the initial publication Creating Effective
Teaching and Learning Environments: First Results from TALIS (OECD, 2009). The guide will illustrate and
explain these types of analyses as well as other useful techniques that were not used in the initial results
publication. The guide, however, has not been designed to include and illustrate every possible analytical
technique appropriate for TALIS and therefore does not describe, for example, the multi-level modelling of
data. The guide is further limited to the use of SPSS and WesVar, which are both widely used packages for
the analysis of large-scale educational datasets. Still, users wishing to undertake advanced analysis not
covered by this guide or those wishing to use another statistical software packages such as SAS or Stata will
find sufficient information on the database and its technical aspects to successfully configure both software
and statistical models.
1.2 The TALIS design in brief
TALIS focuses on lower secondary education teachers and the principals of their schools and seeks to
provide policy-relevant data and analysis on the following key aspects of schooling:
•
the role and functioning of school leadership;
•
how teachers’ work is appraised and the feedback they receive;
•
teachers’ professional development; and
•
teachers’ beliefs and attitudes about teaching and their pedagogical practices.
The key international sampling and operational parameters applied in TALIS are listed below. Further details
from a practical and data perspective are included in the remainder of this chapter and are described in full
in the Technical Report (OECD, 2010).
6
•
International target population
Lower secondary education teachers and the principals of their schools.
•
Sample size
A minimum of 200 schools per country and 20 teachers in each school.
•
Within-school samples
Representative samples of teachers within schools.
•
Target response rates
75% of the sampled schools (a school was considered responding if 50% of its sampled teachers
responded), aiming for a 75% response from sampled teachers in the responding schools of the
country.
•
Questionnaires
Separate questionnaires for teachers and principals, each requiring around 45 minutes to complete.
•
Modes of data collections
Questionnaires filled in on paper or online.
TALIS User Guide to the International Database
•
1.2.1
Data collection periods
October to December 2007 for southern hemisphere countries and March to May 2008 for northern
hemisphere countries.
Participating countries
In all, 24 countries participated in the first round of TALIS (see Table 1.1). However, as the Netherlands did
not meet the sampling standards, its data are not included in the international tables and analyses. A
summary of the results for the Netherlands can be found in Annex A2 of the international report (OECD,
2009).
Operational country acronyms and identification numbers were derived from the ISO 3166-1 definition for
country codes. A three-letter operational alphanumeric code is used in filenames and identifies the country
associated with that file. The operational numeric code IDCNTRY is used within the data files to identify the
country for each record. For countries or sub-national entities not listed in the ISO 3166-1 – in TALIS this
applies to the Flemish Community in Belgium – the International Association for the Evaluation of
Educational Achievement’s Data Processing and Research Center (IEA DPC) derived new operational
alphanumeric and associated numeric codes. Throughout the document the Flemish Community of Belgium,
a territorial entity, is referred to as “Belgium (Fl.)”.
Table 1.1 lists the country names, operational codes and indicates whether the survey for a particular
country was administered towards the end of the calendar year 2007, following the southern hemisphere
timeline, or followed the northern hemisphere timeline and administered in the first half of 2008.
Table 1.1 Countries participating in the first round of TALIS
Country name
Australia
Austria
Belgium (Fl.)
Bulgaria
Brazil
Denmark
Spain
Estonia
Hungary
Ireland
Iceland
Italy
Korea
Lithuania
Mexico
Malta
Malaysia
Netherlands
Norway
Poland
Portugal
Slovenia
Slovak Republic
Turkey
1.2.2
ISO
3166
numeric
code
36
40
56
100
76
208
724
233
348
372
352
380
410
440
484
470
458
528
578
616
620
705
703
792
ISO
3166
alpha-3
code
AUS
AUT
BEL
BGR
BRA
DNK
ESP
EST
HUN
IRL
ISL
ITA
KOR
LTU
MEX
MLT
MYS
NLD
NOR
POL
PRT
SVN
SVK
TUR
Operational
numeric
code
(IDCNTRY)
36
40
956
100
76
208
724
233
348
372
352
380
410
440
484
470
458
528
578
616
620
705
703
792
Operational
alpha-3
code
Reporting
sequence
(IDCNTRYR)
Hemisphere
AUS
AUT
BFL
BGR
BRA
DNK
ESP
EST
HUN
IRL
ISL
ITA
KOR
LTU
MEX
MLT
MYS
NLD
NOR
POL
PRT
SVN
SVK
TUR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Southern
Northern
Northern
Northern
Southern
Northern
Northern
Northern
Northern
Northern
Northern
Northern
Southern
Northern
Northern
Northern
Southern
Northern
Northern
Northern
Northern
Northern
Northern
Northern
Target populations, sampling and instruments
The first round of TALIS surveyed schools that offered education at ISCED Level 2. The target population
included school principals and teachers from those schools. Schools catering solely to children with special
TALIS User Guide to the International Database
7
needs or to adult education were excluded from TALIS. For a detailed description of the target populations
see Chapter 5 of the Technical Report (OECD, 2010).
In most of the countries participating in the first round of TALIS, a two-stage stratified cluster sampling
procedure was used. National centres provided a list of all schools offering regular education at ISCED Level
2 to Statistics Canada. The stratified samples of schools were drawn with probability proportional to size by
staff at Statistics Canada. After agreeing to participate, the selected schools provided national centres with a
list of all eligible teachers teaching at least one class at ISCED Level 2. National centres drew a random
sample of teachers using software provided by the IEA DPC. On average, 200 schools and 20 ISCED Level 2
teachers per school were surveyed in each participating country.
The study administered two questionnaires to respondents in schools: a school questionnaire to the
principals, and a teacher questionnaire to the teachers. Both questionnaire were translated into the
respective language(s) and vetted for linguistic equivalence. To conduct a valid analysis of the TALIS data
and to correctly interpret the results, it is important to be aware of adaptations to the questionnaires that
might have been made by national centres. In some instances, the international version of a question or
item had to be adapted by all participating countries, for example with respect to ISCED levels. In other
cases, national centres adapted questions or items for socio-cultural reasons or because the international
version was (partly or completely) not applicable in their country. Users of the international database are
encouraged to refer to Appendix A3 of this guide for more details about national adaptations in the first
round of TALIS and potential consequences for comparability across countries.
1.2.3
Operations and data preparation
Once schools and teachers had been sampled, administration of the survey began. National centres could
opt to administer the survey questionnaires online or on paper, and were free to choose which mode would
be the default at the national, school or individual level. The data was collected from February to May 2008
in the northern hemisphere and from October to December 2007 in the southern hemisphere. In total, over
70 000 teachers and 4 000 principals participated. Before, during and after data collection, several quality
assurance and control procedures were implemented to ensure high quality and international comparability
of the implemented procedures and data from participating countries.
National centres ran standardised checks on their data in order to detect inconsistencies, duplicate records,
or erroneous data entry. During data processing, the IEA DPC investigated the quality of the data using
more than 100 structure, validation and consistency checks. The IEA DPC and national centres worked
closely to resolve any issues that were detected.
The cleaned data from participating countries were transformed so that any adaptations made by national
centres were recoded to recover the international data structure. Refer to Appendix A3 of this guide for
details about country-specific adaptations and their handling.
1.2.4
Weighting and quality of samples
Following weighting, the quality of the achieved sample within each country participating in the first round of
TALIS was, for the most part, assessed by categorizing the participation rates of each of the two surveyed
population (schools and teachers). The categorization resulted in unrestricted reporting for all but one
country. The Netherlands participated in TALIS but did not meet the sampling requirements to which the
TALIS Board of Participating Countries had agreed.
Attention Point
Data for the Netherlands are included as part of the international database but since the sample
adjudication process determined that the data cannot reliably represent the population from which the
sample was drawn, all final and replicate weights for the Netherlands have been set to zero. In any
weighted analysis including the data from the Netherlands (e.g., by using the IDB Analyzer), no results
will be produced for the Netherlands.
To learn more about the quality rating of the TALIS samples and to identify possible limitations, users of the
international database are encouraged to consult Chapter 10 of the Technical Report (OECD, 2010).
8
TALIS User Guide to the International Database
1.3 Secondary analysis of data from the first round of TALIS
Since TALIS was an ambitious and demanding study, involving complex procedures for drawing samples,
collecting data, and analysing and reporting findings, it is necessary to have an understanding of the
characteristics of the study in order to work effectively with the data. The TALIS design, operations and data
gathering closely resembled the procedures used in past and current educational surveys and student
achievement studies such as the OECD Programme for International Student Assessment (PISA), the IEA
Trends in International Mathematics and Science Study (TIMSS) and the IEA Second International
Technology in Education study. However, in TALIS the themes and target populations of the study implied
certain consequences and necessities for data collection and analysis.
1.3.1
Resources and requirements
This user guide describes the organization, content, and usage of the international database from a practical
perspective. The Technical Report (OECD, 2010) provides a comprehensive account of the conceptual,
methodological, and analytical implementation of the study. It is imperative, therefore, that the Technical
Report be used in conjunction with the User Guide. The initial international report (OECD, 2009) naturally is
another key resource for the analysis itself. Using all three publications in combination will allow analysts to
understand and confidently replicate the procedures used as well as to correctly undertake new analyses in
areas of special interest.
At a minimum, an analyst carrying out secondary analysis will need to have a good understanding of the
conceptual foundations of TALIS, the themes addressed, the populations targeted, the samples selected, the
instruments used and the production of the international database. All of this is covered and explained in
great detail in the Technical Report (OECD, 2010) and sketched in more practical terms in this user guide.
Additionally, users will need to make themselves familiar with the database structure and its included
variables (Chapter 2 in this guide). While it is not critical to be fully knowledgeable about the methods used
to construct, validate and compute the derived scales, for the most part using multiple-group confirmatory
factor analysis, it is imperative that analysts be aware of the limitations of these models in terms of cultural
invariance and direct comparisons between countries (see also Section 6.4.3).
There are some other important aspects to keep in mind while working with TALIS data:
•
TALIS is an observational, non-experimental study that collected cross-sectional data. This implies
that causal inferences and language of the type “condition A caused effect B”, “factor A influenced
outcome B”, or “variable A impacted variable B”, cannot and should not be established with TALIS
data alone. The initial results (OECD, 2009) refrained from making such inferences or using causal
language.
•
The TALIS instruments include a mixture of questions relating to factual information as well as to
attitudes, beliefs and perceptions. All this information was self-reported by the principals and
teachers. This implies that a wording such as “X percent of teachers reported that …” or “the
estimated proportion of teachers with X is …” is preferable to writing “X percent of teachers are …”.
•
TALIS was carried out in countries with diverse educational systems, sometimes further divided
within the country by jurisdiction, and cultural contexts. This implies that the perception of questions
or the terminology used in them might not be fully equivalent across these or other boundaries and
this effect became evident in the analysis of cross-cultural measurement invariance (see Chapter 11
in the Technical Report and also Section 6.4.3 in this guide).
•
Except for a few counts and the derived scales that can be analysed with techniques for continuous
variables (provided that the required assumptions hold), the vast majority of variables in TALIS are
of categorical nature (nominal or ordered). This implies that analysts will need to consider
categorical, non-parametric analysis methods for these types of variables or resort to data reduction
or scaling methods such as factor analysis, structural equation modelling or item response theory.
Additionally, analysts will need to have a working knowledge of SPSS (or the software of choice) and
knowledge of basic descriptive and inferential statistics, such as estimating means, correlations, or linear
regression parameters. Appropriate theoretical knowledge will be needed to conduct advanced analyses such
as logistic regressions.
Readers may also wish to review the two analysis manuals published by the OECD in the context of PISA for
SPSS users (OECD, 2009b) and SAS users (OECD, 2009a). These manuals, which are equivalent except for
the software package they target, include some in-depth methodological insights that also apply to TALIS.
TALIS User Guide to the International Database
9
1.3.2
Estimation requirements
For those analysts who are familiar with population estimation using other large-educational scale survey
databases such as those produced by, for example, the OECD PISA programme or IEA surveys, the analysis
of TALIS data will present little difficulty after they have made themselves familiar with the conceptual
foundation and the methodological, operational and analytical details of the study. For those users not
accustomed to working with complex survey sample data, this database user guide should contain sufficient
technical information to allow for correct basic analysis.
The two main analytical requirements that any secondary analysis needs to account for are 1) the use of
sampling weights in computing estimates and 2) the complex multi-stage cluster sample design that was
implemented to balance the research goals and cost-efficient operations. Chapter 3 includes a brief account
of the weights and variance estimation techniques intended for TALIS whereas Chapters 5 and 10 of the
Technical Report (OECD, 2010) provide a more detailed description of the sample design and the estimation
and replication weights found on the international database.
As previously mentioned, this user guide is principally tailored to SPSS, one of the most widely used
statistical packages in social science and educational research. Unfortunately, SPSS to date (i.e., version 17)
does not fully recognise or support the complex sample analysis mandatory for TALIS data and cannot be
used out of the box for methodologically correct estimation. SPSS rather assumes the data to come from a
single-level, simple random sample, which is not the case in TALIS (and most other large-scale surveys as a
matter of fact). This gap is filled by the IEA IDB Analyzer which is available free of charge to analysts using
the TALIS database. The Analyzer uses SPSS as an engine to compute population estimates and designbased standard errors. The IEA developed the Analyzer in the context of its large-scale student assessments
TIMSS and PIRLS, and adapted it for use with the TALIS data. Chapter 4 provides in-depth information
about the IDB Analyzer and illustrative examples.
A variety of alternative statistical software packages are available for the analysis of complex sample data
(see Section 3.4). Yet since occasional users of the database may not be willing to resort to one of the
commercial packages and the associated costs, this guide also includes a sample analysis using WesVar and
as a result illustrates the use of two free-of-charge software packages, which, in combination, cover a wide
variety of analytical techniques.
1.3.3
Levels and units of analysis
The TALIS study defined two target populations which were sampled using a multi-stage stratified cluster
design. Each school is regarded as a “cluster” and all teachers are nested within these clusters. Schools can
therefore be referred to as the macro or primary units (level 2) whereas teachers are the micro or secondary
units (level 1). Both population definitions and samples were designed to yield unbiased population
estimates for both levels. Schools can be considered as units of analysis in their own right although, as in
PISA, the school information in TALIS was of less direct interest and samples were optimised to enrich and
contribute to the teacher information that was of central interest.
In TALIS, the initial publication uses the teachers (level 1) as the unit of analysis in the majority of cases,
either directly or by combining them with “disaggregated” school-level variables. In the latter case, school
information becomes an attribute of the teacher, and the information from both files can be analysed using
research questions of the type “What percentage of teachers work in schools with a particular attribute?”. In
other words, the initial TALIS publication generally reports data and findings from the perspective of
teachers. It is important to note that in this case, the appropriate weight to be used is the final teacher
weight TCHWGT (see also Section 3.2.2).
Another possibility in working with the data is to “aggregate” teacher-level information to the school level
and to use this information in school-level or teacher-level analyses 1. In this “aggregation” scenario, analysts
need to be aware of the implicit shift of meaning to the school level and that inferences and interpretations
can no longer refer to the level 1 units, in this case the teachers. Ignoring these circumstances may result in
an “ecological fallacy” (Robinson, 1950) when aggregated information is analysed. This fallacy assumes that
each individual member of a group has the average characteristics of the group at large. TALIS derived and
reported a few such variables (see Section 2.4.4).
1
In TALIS, four indicators were derived from the data in this way and added to the school-level files:
AVGCLSIZ, LANGDIFF, PEDUATT3, and PEDUATT5 (see Section 2.4.4).
10
TALIS User Guide to the International Database
The pros and cons of both “disaggregating” and “aggregating” information are nicely summarised in Chapter
3 of Snijders and Bosker (1999). It is important to note though that, for certain research questions, neither
of these two methods may fully account for the hierarchical nature of the data and the potential effects that
arise from the fact that teachers are nested within schools. In the worst-case scenario, they may provide an
incomplete or misleading representation of educational systems and processes. If an analyst is interested in
answering research questions that refer to or try to explain the amount of variability of a characteristic that
is located within schools and between schools, multilevel models (e.g., a two-level hierarchical linear model)
may be advisable. In fact, Chapter 4 of the initial report (OECD, 2009) reports multiple multilevel regression
analyses in the context of teaching practices and teachers’ beliefs and attitudes. Annex A1.4 in the same
report provides additional technical information.
While TALIS was in principle designed with multi-level modelling in mind, such models are not discussed in
either theoretical or practical terms in this introductory guide since more factors and considerations than can
be addressed in here determine their specification in light of specific research questions. Users will need a
full understanding of the theoretical and mathematical basis for multi-level analysis, for example with
respect to the use of conditional weights at level 1 and centring options for effects.
More specifically:
•
Users should understand that a sufficiently large numbers of level-1 units (teachers) need to exist
within each level-2 unit (schools) in order to estimate variance components with confidence (see, for
example, Maas and Hox, 2005). If the model is derived using too few units, the results of the
variance decomposition may be unreliable. With a default (minimum) within-school sample size of
20 teachers and a minimally required participation rate of 75% at the teacher level, 15 or more
teachers (level-1 units) should, on average, contribute to the analysis in each school. Models for
those countries with a larger degree of small schools (and consequently fewer contributing level-1
units in these) and models with a high number of parameters to be estimated are likely to be more
difficult (sometimes even impossible) to fit.
•
With respect to non-response adjusted conditional weights for teachers that reflect the probability of
a teacher being selected given that the teacher’s school was selected, analysts should note that
these weights are not readily available on the public-use database. They can be computed though
by dividing the final teacher weight (TCHWGT) by the final weight of the containing school
(SCHWGT) in most circumstances. Users should be aware though that the final teacher weight may
not necessarily be equal for all teachers within a school as a result of an adjustment made for
individual teachers teaching in multiple schools (see Chapter 10 in the Technical Report for this and
other weight components).
•
While there are no major differences in the definition of what a teacher is for the purpose of TALIS,
there may be, from one country to another, differences about what a school is (e.g., with respect to
administrative units, multi-campus schools, buildings, tracks and shifts). As in PISA, the results of
multilevel and variance decomposition analyses that investigate the between-school variability of a
characteristic need to be interpreted in light of the structure of the educational systems, the
definitions underlying the school sample frame and the specific schools that teachers and principals
were asked to refer to in the questionnaires. The sampling summaries included in the Technical
Report (OECD, 2010) should be helpful in this respect.
A readable introduction to multi-level analysis has been written by Snijders and Bosker (1999). In more
practical terms, both the PISA analysis manual for SPSS (OECD, 2009b) and SAS (OECD, 2009a) contain a
chapter (Chapter 15 in both cases) that deals with the rationale and procedures for multilevel analysis in the
context of PISA and analysts will likely find the considerations and limitations discussed there helpful also in
the TALIS context. With respect to the actual estimation of such models, interested analysts should refer to
the popular multi-level software packages that include HLM 6 (Raudenbusch, Bryk and Congdon, 2004),
Mplus (Muthén and Muthén, 2007), MLwiN (Rasbash et al., 2009) and SAS 2 (SAS Institute, 2008).
1.3.4
Limitations of the public-use database
The TALIS public-use database has two substantial limitations:
•
2
The data from Iceland were no included at the country’s request. No secondary analysis that
includes Iceland can be performed unless the data files are obtained directly from the country.
MIXED, NLMIXED and GLIMMIX procedures.
TALIS User Guide to the International Database
11
•
The structural link between the school and the teacher level has been removed for Ireland at the
country’s request. Questions of the type “What percentage of teachers work in schools with a
particular attribute?” cannot be answered for Ireland unless the full data files are obtained directly
from the country.
Both these limitations imply that the tables presented in the initial report (OECD, 2009), including the “TALIS
Average” cannot be fully reproduced by secondary analysts.
For further limitations resulting from any applied confidentiality measures, please refer to Section 2.6.
1.4 The organisation of this guide
This guide provides information about the database, analytical requirements and example analysis for the
first round of TALIS.
12
•
Chapter 2 presents a description of the TALIS international database for public use, its included
variables and missing coding schemes.
•
Chapter 3 explains and illustrates the two most important analytical requirements: 1) using the
weights to compute population estimates and 2) accounting for the complex sample design during
estimation. A brief overview of software packages available for the analysis of complex survey data
is also included.
•
Chapter 4 introduces the IEA IDB Analyzer, which is available free of charge to interested analysts
and supports a variety of analytical procedures using TALIS data, including the estimation of means
and percentages, (multiple) linear regression models and correlations. In addition, the chapter
illustrates the reproduction of two tables from the TALIS initial results publication.
•
Chapter 5 illustrates possible categorical data analysis techniques by using WesVar, which was
selected because most of the TALIS response variables are of a categorical nature. The use of
contingency tables, Chi-square tests of associations, odds-ratios and logistic regressions is
explained.
•
Chapter 6 provides information and formulae for the comparison of sub-populations or estimates
within a country, between two or more countries, and between a country estimate and an
international average.
•
Several Appendices contain the international versions of the questionnaires, codebooks and
information about national adaptations.
TALIS User Guide to the International Database
2
The TALIS data files
Alena Becker, Ralph Carstens
2.1 Overview
The OECD has made the international database for the first round of TALIS available for download on its
website. The materials comprise data archives in SPSS, SAS and SAS XPORT formats as well as the “TALIS
User Guide to the International Database” and the “TALIS Technical Report”. The standard format for the
public-use international database is SPSS, which is accessible to virtually all secondary analysts. The
international database is additionally available in SAS and SAS XPORT transport format. SAS XPORT files can
moved between operating environments, regardless of whether they are moved to a later or an earlier SAS
release. To cater to the user's needs most flexibly, the data are made available in i) individual files for each
country (e.g. a teacher questionnaire file for Australia) as well as ii) in a combined file (usually identified
with the acronym ‘INT’) including all countries. The IDB Analyzer (see Chapter 4) only supports and reads
individual per country and per questionnaire files.
Certain measures were implemented for the public-use international database to protect the identity of
respondents and to maintain the confidentiality of information. These measures were either implemented
universally for all participating countries or only for individual ones on account of bilateral agreements.
Section 2.6 of this guide provides an overview of these measures.
2.2 Files and codebooks
This section describes the file types, contents and formats of the database. The file names generally follow a
DOS 8.3 file naming convention, i.e. file names with up to eight characters, followed by a three-character
extension (as in NAME.EXT). Files with the same names are complementary to each other, and the extension
identifies their function or type. The extensions used for the files contained in the package are the following:
•
.SAV – SPSS data files
•
.SAS7BDAT – SAS data and format files
•
.STX – SAS XPORT transport format files
For each file type, a separate file exists for each participating country. Files of the same type are structurally
isomorphic, i.e. each file includes the same uniformly defined set of variables. The TALIS file types are:
•
1 school-level data file per country with information collected from the principals (BCG),
•
1 teacher-level data file per country with information collected from the teachers (BTG).
The filenames consist of an eight-character string followed by a three-character file extension and use the
following naming conventions:
•
The first character of a file name is always “B”, denoting populations associated with ISECD level 2
teaching and learning.
•
The second character indicates the level of the information included in a file. The letter “C” indicates
a school-level data file and the letter “T” a teacher-level data file.
•
The third character indicates the context or scope of the information in a file. The letter is always
“G” and it is used for general questionnaire data.
•
The fourth to sixth characters identify the participating country using a three-character alphanumeric
abbreviation based on the ISO 3166 coding scheme. Table 1.1 in Section 1.2.1 lists the codes of all
participating countries. The acronym “INT” identifies files holding data for all available countries.
•
The seventh and eighth characters indicate the study cycle. The combination “T1” is used for the
first round of TALIS conducted in 2008.
•
The three-character file extensions used for the data files are .SAV for the SPSS format, .SAS7BDAT
for SAS format, and .STX for the SAS XPORT format.
For example, the file name “BTGBRAT1.SAV” indicates a teacher file for Brazil from the first round of TALIS
in SPSS format.
TALIS User Guide to the International Database
13
For information related to the structure of the data files, as well as the source, format, descriptive labels,
and response option codes for all variables refer to Appendix A4 and A5.
The SPSS files include full dictionary/meta information, i.e. variable name, format (type, width, and
decimals), label, value labels, missing values and appropriately set measurement level (nominal, ordinal, or
scale). The dictionary information can be accessed in list form through the SPSS “View
Variables” menu or
in output form from through the “File
Display Data File Information” menu.
SAS files include appropriate display formats and variable labels. SAS does not store value labels in data files
permanently so analysts would need to associate corresponding format files with each session, if desired.
These format files are part of the IDB. To read the TALIS files in SAS format and produce, for example,
labelled frequencies for the variable BTG01 (gender) an analyst would need to run the code below (after
replacing the example paths below with the actual paths used).
* Create library references to the formats catalogs and data files.;
libname formats V9 "C:\TALIS\Data\Formats\";
libname data V9 "C:\TALIS\Data\";
* Link both format catalogs to your current SAS session using PROC FORMAT.;
proc format cntlin = formats.bcg_formats;
proc format cntlin = formats.btg_formats;
run;
* Run the frequencies procedure. The output now displays the value labels.;
proc freq data = data.btgaust1;
tables btg01 / misprint missing;
2.3 Records included
The international database includes all records that satisfied the international sampling standards. Data from
those respondents, who either did not participate or did not pass adjudication, for example because withinschool participation was not sufficient, were removed from the final database.
More specifically, the following records are included:
•
All participating schools – that is, generally, any school where at least 50% of the sampled teachers
responded to the questionnaire – have a record in the school-level international database, regardless
of whether the principal responded to the school questionnaire, and
•
All participating teachers – that is, any teacher who responded to the questionnaire and is in a
school considered participating – have a record in the teacher-level files.
Consequently, the following records were excluded from the database:
14
•
Schools where fewer than 50% of the sampled teachers participated;
•
Sampled teachers that were post-hoc reported as not in scope, not eligible, excluded or no longer at
the school;
•
Sampled teachers from those schools where less than 50% of the sampled teachers participated;
•
Sampled teachers in schools considered participating but who did not respond to the questionnaire;
•
Any additional data collected by countries as part of national options; and
•
Any other records that were considered unreliable, of undocumented origin or otherwise in violation
of sampling and adjudication standards.
TALIS User Guide to the International Database
Attention Point
Despite the fact that the participation rates for the Netherlands were insufficient, its data are included as
part of the international database bu0074 all final and replicate weights for the Netherlands have been set
to zero. In any weighted analysis including the data from the Netherlands (e.g., by using the IDB
Analyzer), no results will be produced for the Netherlands.
The TALIS adjudication rules were proposed by the consortium, reviewed by OECD, and approved by the
TALIS Board of Participating Countries (BPC). More information on sampling standards and adjudication can
be found in Chapter 5 and Chapter 10 of the TALIS Technical Report (OECD, 2010).
2.4 Survey variables
For each school that participated in the survey, the following information is available:
•
The identification variables for the country and school;
•
Additional administrative variables;
•
The school principal’s responses on the school questionnaire;
•
The school indices derived from the original questions in the school questionnaire;
•
The school estimation and replicate weights;
•
The database version and the date of the release.
For each teacher who participated in the survey, the following information is available:
•
The identification variables for the country, school and teacher;
•
Additional administrative variables;
•
The teacher’s responses on the teacher questionnaire;
•
The teacher indices derived from the original questions in the school questionnaire;
•
The teacher estimation and replicate weights;
•
The database version and the date of the release.
These variables are explained in more detail in the next three sections.
2.4.1
Identification variables
The following identification variables are used to uniquely identify each record in the data files:
•
IDCNTRY – A two- to four-digit numeric code identifying the country. If possible, the ISO 3166-1
codes were used. For some countries or entities that are not covered in the ISO 3166-1 code list, a
numeric code was created and assigned by the IEA DPC (see Table 1.1).
•
IDCNTRYR – A two-digit numeric code identifying the country. This variable was created to sort the
countries alphabetically and reproduce the country order in the international report (again, see Table
1.1).
•
OECD – A flag that indicates the OECD membership status of the concerned country (“0” for OECD
partner countries or economies and “1” for OECD countries).
•
IDSCHOOL – In all school- and teacher-level files, this four-digit numeric code identifies the school
within a country. Note that codes are only unique within a country. To uniquely identify schools
across countries, IDSCHOOL has to be used in combination with IDCNTRY.
In addition, the teacher files BTG includes the following:
•
IDTEACH – An eight-digit numeric code to identify teachers within schools. The first four digits are
composed of the school ID (IDSCHOOL), the teacher population identification (“01” in TALIS), and a
unique, sequentially assigned two-digit number within each school.
TALIS User Guide to the International Database
15
Attention Point
For reasons of confidentiality, the identification variables IDSCHOOL and IDTEACH were scrambled for the
public-use international database and do not equal those used during the data collection. However, the
structural link between the school and teacher level – as implemented via the variable IDSCHOOL in the
teacher file that is identical to the first four digits of any IDTEACH – has been maintained for all countries
with the exception of Ireland. For Ireland, it is not possible to combine teacher and principal data.
2.4.2
Administration variables
Although they do not contribute directly to any analysis, the international database includes several variables
that provide additional information about survey administration, participation and other basic characteristics
of respondents. The following variables are used for this purpose in the school- and teacher-level files:
•
ITPART – Final participation/response status information for school principals and teachers as
derived from the tracking forms and the data itself. For codes, see Appendix A4 and/or A5.
•
ITMODE – Indication of the questionnaire administration mode for school principals and teachers.
The value was set to “1” for questionnaire administered on paper and “2” for questionnaires
administered online.
The teacher data file (BTG) includes one additional variable providing information about the language of the
teacher questionnaire administered:
•
2.4.3
ITLANG – Language used for the teacher questionnaire. If a country used only one language,
which is the true for the majority of countries, the value was set to “1” for all teachers. Additional
information about questionnaire languages is included in Chapter 4 of the Technical Report (OECD,
2010).
Questionnaire variables
This section describes the variables collected from principals and teachers using the survey’s instruments.
The two questionnaires including the respective variable names can be found in Appendix A1 and Appendix
A2 of this document. The variables names used in the database were assigned using a consistent and
systematic naming convention:
•
The first three digits indicate the source of the data. Variable names beginning with “BCG” indicate
data from the principal questionnaire and variable names beginning with “BTG” indicate data from
the teacher questionnaire.
•
The fourth and fifth digits represent the question number within the questionnaire.
•
For example, the variable name BCG04 is Question 4 of the principal questionnaire, “Highest level of
education attained by the school principal”.
•
If needed, the sixth digit indicates the dimension of the question. If a question is divided into several
items, letters indicate the items in alphabetic order. For example, BTG08B refers to item B of
question 8 of the teacher questionnaire, “number of hours spent for planning”.
•
If questions are even further divided, e.g. in complex matrix questions like question 11 of the
teacher questionnaire, the seventh digit sequentially identifies the sub-items. For example, BTG11B2
refers to the “impact” part of Question 11B on the “impact of education conferences or seminars on
professional development”.
The resulting variable names are BCG01 to BCG37 for the school-level files and BTG01 to BTG43D in the
teacher-level files.
The raw information collected by the questionnaires has undergone extensive processing, inspection,
cleaning and editing. Out-of-range values, questions determining the flow of the questionnaire, as well as
inconsistent or implausible combinations of responses were inspected and cleaned where necessary and
possibly in consultation with the concerned country, the questionnaire experts and the OECD. To address
residual inconsistencies, certain automatic edits, for example the removal of responses to percentage
questions that did not total an intended value, were forced for all countries. For further information on data
16
TALIS User Guide to the International Database
collection, capturing, processing, editing, weighting and adjudication of the international database, please
consult Chapter 9 in the Technical Report (OECD, 2010).
Attention Point
The information in the database that this guide accompanies is in the state in which it was used in OECD’s
initial publication of TALIS results (OECD, 2009). A small number of residual inconsistencies or implausible
combinations of responses may still exist in the data in cases where no clear rationale for deletion,
recoding or imputation could be developed by the consortium or OECD.
It is therefore strongly recommended that database users inspect variables of interest or combinations of
variables prior to any analysis with respect to problematic information.
For the international database, the data cleaning process at the IEA DPC ensured that information coded in
each variable was in fact internationally comparable, that national adaptations were reflected appropriately
in all concerned variables, that questions not internationally comparable were removed from the database
and eventually that all entries could be successfully linked between levels. For more information on national
adaptations and their eventual handling, please consult Appendix A3 in this guide.
2.4.4
Indices, ratios and indicators derived from the questionnaire data
The analyses in the initial report of the first round of TALIS (OECD, 2009) are based on both individual
questionnaire variables as described above as well as on composite and derived variables created from
multiple variables in the questionnaire that formed a construct and eventually an index. Chapter 11 of the
Technical Report (OECD, 2010) includes comprehensive information about the scale and indicator
construction and validation.
The school file contains four types of indices. The first set is based on a simple transformation of one
variable or on a combination of variables. The database includes 10 indices and ratios of this first type.
•
STRATIO – Student-Teacher Ratio (BCG12/BCG11A)
•
SPRATIO – Student-Pedagogical Support Ratio (BCG12/BCG11B)
•
SARATIO – Student-Administrator Ratio (BCG12/BCG11C)
•
TPRATIO – Ratio of Teachers to Number of Personnel for Pedagogical Support (BCG11A/BCG11B)
•
TARATIO – Ratio of Teachers to Number of School Administrative or Management Personnel
(BCG11A/BCG11C)
•
NVREVAL – Indicator Never Conducted School Evaluation
•
AVGCLSIZ – Average Class-Size (school mean of BTG38)
•
LANGDIFF – Students First Language Different from Language of Instruction (school mean of
BTG40A)
•
PEDUATT3 – Students with at Least One Parent/Guardian Who Completed ISCED 3 or Higher
(school mean of BTG40B)
•
PEDUATT5 – Students with at Least One Parent/Guardian Who Completed ISCED 5 or Higher
(school mean of BTG40C)
The second set, comprising 6 indices, are factor scores computed as a result of principle component analysis
(PCA). The metrics of the various variables were independently established so that the TALIS average is 1
and the pooled TALIS standard deviation is 0. When establishing the metric, the data were weighted to
ensure that each TALIS participating country (except for the Netherlands) was given equal importance.
•
LACKPERS – Index of Lack of Personnel
•
LACKMAT – Index of Shortage of Materials
•
AUTHIRE – Index of Autonomy: Hiring Teachers and Determining Salaries
•
AUTBUDGT – Index of Autonomy: Formulating and Allocating the School Budget
TALIS User Guide to the International Database
17
•
AUTSTUDP – Index of Autonomy: Student Policy and Textbook Choice
•
AUTCURR – Index of Autonomy: Curriculum
The third set of 7 indices was computed as factor scores by using multiple-group confirmatory factor analysis
(MGCFA). Again, the metrics of these various variables were established so that the TALIS average is 1 and
the pooled TALIS standard deviation is 0.
•
PBCONS – Index of Constructivist Beliefs About Teaching – Principal
•
SCDELINQ – School Climate: Student Delinquency
•
SCTMORAL – School Climate: Teachers’ Working Morale
•
FCSGCD – Index of Management of School Goals
•
PROIIPD – Index of Instructional Management
•
SUPINSTR – Index of Direct Supervision of Instruction
•
ACCROLE – Index of Accountable Management
•
BURRULEF – Index of Bureaucratic Management
The fourth and final set contains two composite indices computed from five of the scales in the third set.
They were derived as the average of three, respectively two, indices. Again, the metrics of these variables
were established so that the TALIS average is 1 and the pooled TALIS standard deviation is 0.
•
ADMINL – Index of Administrative Leadership (average of FCSGCD, PROIIPD and SUPINSTR)
•
INSTRL – Index of Instructional Leadership (average of ACCROLE and BURRULEF)
The teacher-level files include two sets of indices. The first set is based on a simple transformation of one
variable or on a combination of variables. The database includes two indices of this first type.
•
COMPULPD – Percentage of Professional Development that is Compulsory (BTG13/BTG12*100)
•
NEVERAF – Never Received Appraisal or Feedback from Any Source
The second set, analogous to the third set described for the school-level files above, contains 10 factor
scores resulting from multiple-group confirmatory factor analysis (MGCFA). Again, the metrics of these
variables were established independently and in such a way that the TALIS average is 1 and the pooled
TALIS standard deviation is 0.
•
CCLIMATE – Index of Classroom Disciplinary Climate
•
TSRELAT – Index of Teacher-Student Relations
•
SELFEF – Index of Teachers’ Self Efficacy
•
TPSTRUC – Index of Structuring Practices
•
TPSTUD – Index of Student Oriented Practices
•
TPACTIV – Index of Enhanced Activities
•
TBTRAD – Index of Direct Transmission Beliefs about Teaching - Teacher
•
TBCONS – Index of Constructivist Beliefs about Teaching - Teacher
•
TCEXCHAN – Index of Exchange and Co-Ordination for Teaching
•
TCCOLLAB – Index of Professional Collaboration
2.4.5
Weighting and variance estimation variables
To calculate population estimates, the following weight variables are included in the international database:
18
•
SCHWGT – Final school weight for the school-level files
•
TCHWGT – Final teacher weight for the teacher-level files
TALIS User Guide to the International Database
To calculate correct BRR 3 variance estimates, the following replicate weights are included in the international
database.
•
SRWGT1 to SRWGT100 – 100 school BRR replicate weights are included in the school files
•
TRWGT1 to TRWGT100 – 100 teacher BRR replicate weights are included in the teacher files
Further details about weighting and variance estimation are provided in Chapter 3 and subsequent chapters
of this user guide.
Since the BRR replicate weights are stored on the data files, they need not be computed each time the data
files are processed. Therefore, “zone” and “replicate” markers are not required on the public-use
international database. Users familiar with TIMSS and PIRLS, for example, will see the differences in the
contents of the data files.
Attention Point
For confidentiality reasons, variables for explicit (IDSTRATE) and implicit stratification (IDSTRATI),
variables for BRR zone (BRRSZONE, BRRTZONE) and BRR replication unit (BRRSREP, BRRTREP) as well as
all weighting factors (WGTFAC1, WGTFAC2) and adjustments (WGTADJ1, WGTADJ2, WGTADJ3 and
WGTADJ4) used for the computation of the final weights were removed from the public-use international
database. Likewise, certain variables used exclusively for the stratification (frame sorting) within schools
such as age, gender or subjects taught have also been removed.
2.4.6
Database version and date of release
Two additional variables include versioning information:
•
VERSION – Release version number of the database
•
DPCDATE – File creation date, formatted as YYYYMMDD
2.5 Coding of missing data
A response to a question can be missing for several reasons. The question might have been excluded from
the questionnaire, the respondent might have chosen not to respond to the question, or the question did not
apply to her or him. These kinds of missing data were inspected and handled differently during data
processing and editing and are therefore also coded differently in the data files. The codes used to represent
each type of missing data depend on the file format – SAS or SPSS.
The four different types of missing values used by TALIS are explained below. Unlike a few other sample
surveys, TALIS did not use a special code to indicate invalid responses and instead, these were collapsed
with the code for “omitted” responses.
Attention Point
It is strongly recommended that database users inspect variables of interest or combinations of variables
prior to any analysis with respect to the level of missing data.
2.5.1
Not administered questions
A response to a question was coded as “Not Administered” in these cases:
3
•
A questionnaire was returned empty, was not returned or was lost. All variables referring to that
questionnaire and any derived variables were coded as “not administered”.
•
For socio-cultural reasons, a country might have chosen to not administer a certain question in its
national questionnaire. The variables corresponding to the question that was removed were coded
In this document, Fay’s variant of balanced repeated replication will be abbreviated as BRR.
TALIS User Guide to the International Database
19
as “not administered”. See Chapter 4 of the Technical Report (OECD, 2010) and Appendix A3 in this
guide for details on national adaptations.
•
The variable was suppressed as part of the confidentiality measures applied in the public-use
international database.
The code for not administered questions in SPSS files is SYSMISS (.). The code for not administered
questions in the SAS files is “.A”.
This code was assigned only at the IEA DPC after data collection.
2.5.2
Omitted questions and invalid responses
The response to a question was coded as “omitted or invalid” in the following cases:
•
The question was administered but no response was provided.
•
The respondent selected more than the expected number of checkboxes or gave a response that
was not interpretable.
•
A particular question (or a whole page) was misprinted or left out of a questionnaire or for other
reasons was not available to the respondent.
•
A particular response or a set of responses was found to be implausible and a forced cleaning action
was defined for these variables, e.g. in the case of numeric response outside of a plausible range for
the number of days used for professional development in the past 18 months (variable BTG12).
The code for these responses in SPSS files are “9”, “99”, “999”, and so on (depending on the field length of
the variable). The code for omitted or invalid responses in SAS files is “.”.
This code was mostly assigned by the national centre during data capture or by the IEA DPC during data
cleaning and editing.
2.5.3
Not reached questions
For evaluation purposes, a special missing code was temporarily assigned to questions that were deemed
“not reached” to distinguish them from “omitted” responses. “Omitted” questions are those that a
respondent most likely read, but either consciously decided not to answer or accidentally skipped. “Not
reached” variables, in contrast, are the omitted responses towards the end of the questionnaire, the socalled “trailing blanks”, that arise as a respondent started answering but prematurely stopped before he or
she reached the end of the questionnaire, possibly due to a lack of time or interest. “Not reached” values are
therefore exclusively located towards the end of questionnaire.
Before assigning the “not reached” code, the last valid answer given in a questionnaire was identified. The
first omitted response after this last answer was coded as “omitted”, but all following responses were then
coded as “not reached.” For example and assuming the SPSS data file format, the response pattern “1 9 4 2
9 9 9 9 9 9’” (where “9” represents “omitted”) was recoded to “1 9 4 2 9 7 7 7 7 7” (where “7” represents
“not reached”). When recoding “omitted” values to “not reached”, all “not administered” values were
ignored. For example the pattern “3 1 5 2 9 9 9 8 9 9” (where “8” represents “Not Administered”) would be
recoded to “3 1 5 2 9 7 7 8 7 7.”
This code was assigned only by the IEA DPC after data collection.
In the international database, these codes were dropped because they add little or no value for analysis.
2.5.4
Logically not applicable questions
The response to a variable was coded as “logically not applicable” in the following case:
•
The previous filter question was answered in a way that made a response to dependent questions
logically impossible, and the dependent questions were validly skipped.
This code was assigned only by the IEA DPC after data collection.
Logically not applicable responses are coded in the SPSS files as “6”, “96”, “996”, and so on (depending on
the field length of the variable). The code for logically not applicable responses in SAS files is “.B”.
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TALIS User Guide to the International Database
Attention Point
Depending on the analysis attempted, it is recommended that analysts review the questionnaire to
determine whether any of their included questions are dependent on previous responses, as in such a
case coverage may be reduced. It might then be advisable to filter the dataset and only select
respondents to which the question applied.
2.6 Confidentiality measures applied to the public-use international database and
resulting limitations
To protect the confidentiality of the respondents, certain disclosure avoidance measures were applied at the
international level i) consistently for all countries and ii) concerning only specific national datasets. These
measures were implemented for all data versions and exports of the IDB for use by all other participating
countries and the public users.
2.6.1
International-level measures
The set of international-level measures applied to all datasets included:
•
The teacher (IDTEACH) and school unique identifiers (IDSCHOOL) were scrambled and did thus not
match those used during data collection; however, the structural link between the school and
teacher level (the variable IDSCHOOL in the teacher file and the first four digits of any IDTEACH)
were maintained for all countries except Ireland. For each country, unique matching tables were
created and made available to authorised individuals.
•
Variables used purely for the stratification of the teacher sample, i.e. birth year (ITBIRTHY), gender
(ITSEX) and main teaching domain (ITDOMAIN), were removed. Only the gender (BTG01) and age
group (BTG02) variables as collected in the questionnaire were retained.
•
Variables used purely for stratification of schools were removed (IDSTRATE and IDSTRATI) to avoid
the identification of geographical or organizational groups. It should be noted that the stratum
information is mostly of interest for national-level analysis and was of course made available to the
concerned country. Experience showed that analysis by stratification might also be desired by
researchers from other countries, in which case the stratification variables may be requested directly
from the country.
•
Information used in the calculation of final sample and replicate weights was removed (for the
school level: WGTFAC1 and WGTADJ1; for the teacher level: WGTFAC1, WGTADJ1, WGTFAC2,
WGTADJ2, WGTADJ3, and WGTADJ4) as the information could allow the identification of
stratification cells.
•
Replication zone and unit variables (BRRSZONE, BRRSREP, BRRTZONE, and BRRTREP), which could
cause indirect identification of schools, were also be dropped from the public-use micro-data.
2.6.2
Country-level measures
Several confidentiality measures were requested by the TALIS BPC members of Belgium (Fl.), Denmark,
Ireland, Italy, Malta and the Netherlands and applied to their national datasets. Consequently, it will not be
possible for secondary analysts to fully reproduce the results presented in the initial report Creating Effective
Teaching and Learning Environments: First Results from TALIS (OECD, 2009).
In the below cases, the original variables were set to “not administered” in the IDB and in some cases
derived variables were created that include grouped (binned) values. Below is a list of all derived variables
which were created on request by countries:
•
BCG11A_1 – Variable created for Malta, dividing question PQ-11A into four categories
•
BCG11B_1 – Variable created for Malta, dividing question PQ-11B into four categories
•
BCG11C_1 – Variable created for Malta, dividing question PQ-11C into four categories
•
BCG11A_2 – Variable created for the Netherlands, dividing question PQ-11A into four categories
•
BCG11B_2 – Variable created for the Netherlands, dividing question PQ-11B into four categories
TALIS User Guide to the International Database
21
•
BCG11C_2 – Variable created for the Netherlands, dividing question PQ-11C into four categories
•
BCG12_1 – Variable created for Malta, dividing question PQ-12 into five categories
•
BCG12_2 – Variable created for the Netherlands, dividing question PQ-12 into four categories
•
BCG12_3 – Variable created for Belgium (Fl.), dividing question PQ-12 into four categories
In case where an analysis plans to involve the above mentioned counts and it is necessary to include the
information for the concerned countries in the results, analysts may want to consider binning the variables
for all countries in the same way as it was done above.
Additionally, Denmark and Italy requested the complete removal of some variables:
•
BCG03 – For Denmark, this variable was dropped
•
BTG33A – For Italy, these variables were dropped
•
BTG34 – For Italy, this variable was dropped
Iceland did not authorize the release of its data as part of the IDB, but they may release it upon request.
For the Netherlands, the data were retained as part of the IDB following agreements with the BPC members.
However, all weight variables for the Netherlands have been set to zero (0) because the achieved
participation rates were rated as too low to allow population estimates and comparisons.
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TALIS User Guide to the International Database
3
Weights and complex sample variance estimation
Jean Dumais, Sylvie LaRoche
3.1 Overview
This chapter gives a brief introduction to the use of weighting and variance estimation variables. The names
and locations of these variables in the international database are described and their specific roles in school
and teacher analysis are explained. Examples for the importance of using the appropriate weighting and
variance estimation techniques are given.
3.2 Sampling weights
3.2.1
Why weights are needed
All data in the international database are derived from random samples of schools and teachers. Because the
samples are random, the results of the study not only hold for the sampled schools and teachers, but for the
entire educational system that is participating in the study. To make correct inferences about the educational
systems, it is necessary to take into account the complex structure of the sampling design implemented in
the first round of TALIS (Lohr, 1999).
Details about the general sampling design are reported in Chapter 5 of the Technical Report (OECD, 2010).
Details about national implementation can be found Appendix B of the Technical Report.
The sampling design called for different selection probabilities for sampling schools and teachers within
selected schools. Sampling weights reflect and compensate for the disproportional selection probabilities of
the schools and teachers. If any unit of response had a small selection probability, this was compensated for
with a large weight, and vice versa. Given that some sampled schools and teachers refused or were unable
to participate in the study, it was necessary to adjust the sampling weights to compensate for the sample
size loss. Thus, the sampling weights were multiplied by non-response adjustments. The final (total) weights
are the product of weight factors and adjustment factors as shown above in Section 2.4.5.
Details about weighting and adjustment are reported in Chapter 10 of the Technical Report (OECD, 2010).
3.2.2
Selecting the appropriate weight variable
Each database comes with the appropriate set of weights.
•
For school-level analyses (schools, principals), SCHWGT, found on the BCG-type files, must be used.
•
For teacher-level analyses, TCHWGT, found on BTG-type files, must be used.
If researchers plan to analyse data from more than one level, they must carefully choose the correct weight.
•
Analyzing combined teacher data and school data is straightforward with the IDB Analyzer (see
Chapter 4). The software can be used to easily add school-level data to the teacher data. This way,
school information becomes an attribute of the teacher, and the user can analyse information from
both files. For example, the research question could be of this type: “What percentage of teachers
work in schools with a particular attribute?” TCHWGT must be used for this type of data analysis.
The use of SCHWGT is inappropriate in this case and the IDB Analyzer automatically drops this
weight from any merged file.
•
If teacher information is regarded as an attribute of the school information, for example, the
research questions could state: “What percentage of schools with a particular characteristic employ
no/any/mostly/only teachers with a particular characteristic?”, this cannot be handled with the IDB
Analyzer. The researcher must use other software (e.g., SPSS, SAS) first, to aggregate the teacher
data and then to merge the teacher information to the school file. When statements are made about
schools that have aggregated teacher information attached, SCHWGT must be used.
3.2.3
Example for analysing weighted data
Not using weights in data analysis can lead to severely biased results. The following example illustrates the
importance of using weights in research with TALIS data.
TALIS User Guide to the International Database
23
A researcher may be interested in the average number of teaching staff in schools (variable BCG11a in file
BCG). Using unweighted data (e.g., in SPSS or MS Excel), it seems to him that the average number of
teaching staff in schools is approximately 46.3 (see Table 3.1).
Table 3.1 Example of unweighted and weighted analyses
Unweighted
Mean (BCG11a)
Weighted
46.3
24.9
BCG11a = Number of teaching staff per school
Using weighted data with the IDB Analyzer or another software package such as WesVar, one learns that in
that country, the estimate for the average number of teaching staff in schools is, taking differential selection
probabilities into consideration, approximately 24.9 (see Table 3.1).
The large difference between the unweighted and the weighted result for BCG11a can be explained in part
by the sampling design, in which the proportion of large schools in the sample is higher than in the total
population. The sampling weights compensate for that disproportional school sample allocation, and not
using weights leads to an incorrect and biased population estimate.
Results arithmetically equivalent to the above can be obtained by using the SPSS “Weight Cases ..:” menu
item or “WEIGHT BY” syntax.
3.3 Variance estimation
3.3.1
Why variance estimation is needed
Since all estimates, statements and inferences in TALIS are based on sample data, they can only be stated
with a certain degree of uncertainty. With all research that is performed using the data, the precision of the
population estimates should be reported.
Because of the complex sampling design used, it is not possible to calculate standard errors or to easily
perform significance tests with standard software packages such as SPSS. While these programs implicitly
assume that the data are derived from a simple random sample, the principal and teacher data come from a
multi-stage stratified cluster sample (each school being regarded as a “cluster” of teachers). Any method for
estimating sampling variance must take this design into account.
The international database contains variables that allow for the use of a variance estimation method called
“Balanced Repeated Replication” (BRR), more specifically Fay’s variation of BRR (Fay 1989; Judkins 1990;
Lohr, 1999). These variables are referred to as “BRR weights”. The BRR technique has been implemented in
the IDB Analyzer software; that method of variance estimation is also recognised by other software
packages, including WesVar. For details about the BRR technique and how replicate weights were computed,
please refer to Chapter 10 of the Technical Report (OECD, 2010) and Section 2.4.5 of this document for
variables related to BRR.
3.3.2
Selecting the appropriate variance estimation variables
The following replicate weights are included in the international database. The BRR replicate weights have
been computed once for every participating educational system and are part of the data files; for schoollevel analyses, 100 school replicate weights are added to the BCG files, labelled SRWGT1 to SRWGT100; for
teacher-level analyses, 100 teacher replicate weights are added to the BTG files, labelled TRWGT1 to
TRWGT100. Therefore, the “zone” and “replicate” markers that users of other large-scale surveys may be
expecting are not required on the international databases.
When creating a data set combining school-level information and teacher-level information, the IDB Analyzer
will select the correct set of final and replicate weights (i.e., TCHWGT and TRWGT1-100). If other software
is used for analysis, it is advisable to first combine the school-level and teacher-level data with the IDB
Analyzer.
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TALIS User Guide to the International Database
3.3.3
Estimating the sampling error
*
Let θ be the population parameter of interest. Let θˆ be the full-sample estimate for θ obtained by using the
final weight and let θˆg , g = 1, ..., 100, be the replicate estimates of the same parameter of interest
obtained by using the BRR weights described earlier. Then, setting the Fay factor k = 0.5 and the number of
*
replicates G = 100, Fay’s BRR estimate of the sampling variance of θˆ is given by
VˆFAY (θˆ * ) =
The standard error
1
G (1 − k ) 2
∑ (θˆ
G
g =1
g
− θˆ *
)
2
100
(
= 0.04∑ θˆg − θˆ *
g =1
)
2
.
se(θˆ* ) is the square root of the BRR-Fay sampling variance.
se(θˆ) = VˆFAY (θˆ * ) .
3.3.4
Obtaining confidence intervals
*
If θˆ is one of the statistics described above and
se(θˆ* ) is the standard error of θˆ* then confidence
*
intervals about θˆ can easily be obtained by computing the following boundaries:
lower = θˆ* − t α se(θˆ * ) and upper = θˆ* + t α se(θˆ* )
2
;df
2
where 1-α is the pre-set confidence level (e.g., for α =0.05, 1-α =0.95),
;df
tα
2
is the 1-α/2 percentile of the
;df
Student distribution with df degrees of freedom.
In most applications, df will be large enough to allow the use of the standard normal deviate z1-α/2 (e.g., for
α = 0.05, z1-α/2 = 1.96); still, users should verify how replicates contribute to the computation of se(θˆ ) to
*
confirm the number of degrees of freedom.
3.3.5
Example for variance estimation
Not using the BRR variables in data analysis will lead to incorrect estimates of sampling precision. The
following example illustrates the importance of using the BRR technique in research and analysis with TALIS
data. In this example, problems occur when the statistical analysis package SPSS is used for data analysis.
The IEA IDB Analyzer (see Chapter 4) was specifically designed to overcome these problems.
A researcher in country A may be interested in the average number of teaching staff per school (BCG11a) in
his country, while a colleague in country B may be interested in the average number of days of professional
development (BTG12) that teachers in his country have taken. Using SPSS directly and thereby ignoring the
complex sample design and clustering effects, they find that the (weighted) average teaching staff is about
24.9 and that the average number of PD days is about 14.5; they also find that the sampling errors for the
estimated means are respectively 0.45 and 0.08 (see Table 3.2).
Table 3.2 Example of unweighted, weighted (no design) and weighted (with design) analyses
Unweighted
Weighted,
no design
Weighted
with design
Mean (BCG11a)
s.e. (mean)
46.3
1.75
24.9
0.45
24.9
1.23
Mean (BTG12)
s.e. (mean)
14.8
0.30
14.5
0.08
14.5
0.49
BCG11a = Number of teaching staff per school
BTG12 = Number of professional development days
TALIS User Guide to the International Database
25
Now, using the BRR technique with the IDB Analyzer or some other appropriate software, it is apparent that
the correct estimates for the standard errors are much larger. They obtain the same estimates for the means
– that was expected – but the estimates for the sampling error change dramatically to respectively 1.23 and
0.49, 3 to 6 times what the “weights no design” approach has given (see Table 3.2).
This difference could be explained by the fact that schools did not all have the same chances of being
selected or that their weights were very different; a similar argument can be made for the teachers.
Moreover, teachers from the same school are likely to give similar answers to the question on professional
development since the opportunities for professional development or the support given by the school
leadership was similar. This effect is not taken into account by SPSS directly, but it is by the IDB Analyzer
and other specialised software.
3.4 Statistical software packages for estimation in complex sample designs
In addition to the IDB Analyzer (IEA, 2009) explained in more detail later, a growing number of software
packages are available to handle the BRR replication method implemented in TALIS and other replication
methods such as jack-knifing.
The WesVar (Westat Inc., 2008) software for complex sample analysis is available free of charge from
Westat’s webpage at http://www.westat.com/westat/statistical_software/wesvar/index.cfm. The software is
accompanied by a manual and several technical appendices. Since WesVar is a popular choice for the
analysis of complex educational survey data, this guide includes an illustration of WesVar’s features for
contingency tables and logistic regression in Chapter 5.
In the context of OECD’s PISA program, the Australian Council for Educational Research (ACER) prepared
both SPSS (OECD, 2009b) and SAS macros (OECD, 2009a) to analyse complex sample data. More recently,
ACER produced an SPSS add-on called “SPSS Replicates Add-In (version 6.0.2) for SPSS 17 and older”
(Gebhardt and Daraganov, 2009). In principle, these macros and the add-on can also be used for the
analysis of TALIS data after correctly configuring the required parameters such as the names of weights. It
should be noted that PISA uses 80 replicate weights whereas TALIS uses 100, which leads to different
adjustments in the Fay-BRR variance formula (see Section 3.3.3); for PISA: 0.05, for TALIS: 0.04. The
corresponding parameter in the PISA macros is called “cons” (for constant).
Commercial packages that include support for the weights and the replication method used in the first round
of TALIS, among others, are SAS 9.2 4 (SAS Institute, 2008), SUDAAN 10 (RTI, 2008), and Stata 10
(StataCorp LP, 2009).
It should be noted that the commercially available SPSS Complex Samples add-on currently only supports
Taylor expansion but not the replication technique required for the analysis of TALIS data.
4
See SURVEYFREQ, SURVEYMEANS, SURVEYREG and SURVEYLOGISTIC procedures.
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4
Analyzing the TALIS data using the IEA IDB Analyzer
Alena Becker, Plamen Mirazchiyski
4.1 Overview
This chapter describes the use of the IEA International Database (IDB) Analyzer software (IEA, 2009).
Example analyses will illustrate the capabilities of the IEA IDB Analyzer from a technical perspective and
compute a variety of statistics, including percentages, means, regression coefficients and correlations and
their corresponding BRR-Fay standard errors using the TALIS international data files. The examples further
replicate some of the results included in the initial international publication (OECD, 2009).
4.2 The IEA IDB Analyzer
The IEA IDB Analyzer is a stand-alone software originally developed by the IEA Data Processing and
Research Center (IEA DPC) for the use in IEA’s large-scale surveys TIMSS and PIRLS. It operates in
conjunction with SPSS (SPSS Inc., 2008) and enables users to combine individual SPSS data files from largescale assessments and conduct analyses using SPSS without actually writing syntax. The IEA IDB Analyzer
generates SPSS syntax that correctly takes information from the sampling design in the computation of
statistics and their standard errors into account.
In addition, the IDB Analyzer can correctly handle plausible values (multiple imputations) for calculating
estimates of achievement in surveys such as TIMSS, PIRLS and PISA and their corresponding standard
errors by combining both sampling and imputation variance components. In TALIS, plausible values have not
been used so this functionality will not be discussed in this chapter.
4.2.1
The merge and analysis modules
The IEA IDB Analyzer consists of two modules: 1) the merge module and the 2) analysis module, which are
executed as independent applications.
•
The merge module is used to create analysis datasets by combining data files of different types and
from different countries, and selecting subsets of variables for analysis.
•
The analysis module provides procedures for computing various statistics and their standard errors
for variables of interest. These procedures can be applied for a country and for specific subgroups
within a country.
Both modules can be accessed using the Windows Start menu (Start
Merge Module / Analysis Module).
All Programs
IEA
IDB Analyzer
Support for the IDB Analyzer can be obtained by contacting the IEA Data Processing and Research Center
software unit at [email protected].
4.2.2
System requirements
The IEA IDB Analyzer requires PCs running Microsoft Windows 2000, XP or later. The software has been
tested to work on Windows Vista to a limited extent and users should be aware of possible limitations due to
Vista’s restrictive user right management and alerting. The IEA IDB Analyzer further requires a working
installation of the Microsoft .NET 2.0 framework and will install this, if required, as part of the setup routine.
Local administrator rights are required for a successful installation of the IEA IDB Analyzer.
The software will produce scripts to be run with SPSS. Therefore, a working and licensed installation of
SPSS, version 11 or higher, must be available on the target computer to merge files and run the analysis.
4.2.3
Download, licensing and usage in the context of TALIS
As part of the contract for the implementation of the first round of TALIS between OECD and IEA, the IEA
IDB Analyzer is available to users of the TALIS international database from IEA’s website at
http://www.iea.nl/iea_studies_datasets.html.
The IDB Analyzer is licensed free of cost, not sold, to analysts for use only in accordance with the terms of
the accompanying licensing agreement, which is included in the setup and displayed during installation.
TALIS User Guide to the International Database
27
Users do not have ownership (intellectual or otherwise) of the software itself or its components, including
especially the SPSS macros, and are only authorised to use these in combination with the i) IDB Analyzer
and ii) for secondary analysis of TALIS or IEA datasets, unless explicitly authorised or licensed by the IEA.
This software is provided “as is”, without any kind of warranty.
The license granted to users expires at the end of each calendar year at which point the user will again have
to download and reinstall the most recent version of the software from IEA’s website.
4.3 Merging files with the IEA IDB Analyzer
Data from TALIS are distributed separately by countries and file type. The merge module of the IEA IDB
Analyzer allows the user to combine data from different countries into a single dataset for analysis. It also
facilitates the combination of data from different sources (viz., school and teacher files) into one SPSS
dataset. Combining files from different countries will permit conducting cross-country analyses.
When running the merge module, the IEA IDB Analyzer creates SPSS code that can be used later without
need for the IEA IDB Analyzer itself. The data files created using the merge module can be processed either
with the analysis module of the IEA IDB Analyzer, or by any other analysis software that accepts SPSS input
files.
To create an SPSS data file with more than one country’s data or to combine more than one file type,
analysts should do the following:
1. Open the merge module of the IEA IDB Analyzer from the Windows Start menu.
2. In the Select Data Directory field, browse to the folder where the SPSS format TALIS IDB data
files are located. For example, in Figure 4.1, all SPSS data files are located in the “C:\TALIS\Data”
folder. The program will automatically recognise and complete the study Name and Year fields and
list all countries available in this folder as possible candidates for merging. If the folder contains data
from more than one supported study or from more than one grade (which is typically not the case),
the IEA IDB Analyzer will prompt users to select files from the desired study and grade for analyses.
3. Select the countries of interest from the Available Participants list and use the arrow buttons to
include them in the list of Selected Participants. To select multiple countries, hold the CTRL key
of the keyboard when selecting the countries. In Figure 4.1, Australia, Brazil, Hungary, Korea and
Mexico have been selected. Notice that the countries are sorted in alphabetical order by the
country’s name and not by the country’s three-letter code or ID.
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TALIS User Guide to the International Database
Figure 4.1 Merge Module – Selecting participants
4. Press the Next>> button to proceed. The software will open the second window of the merge
module, as shown in Figure 4.2, to select the file types and the variables to be included in the
merged data file.
5. Select the file types for merging by checking the appropriate boxes to the left of the window. For
example, in Figure 4.2, the school data file is selected.
6. Select the variables required from the list of variables available in left panel. Required identification
and sampling variables are selected automatically by the IEA IDB Analyzer. In the example shown in
Figure 4.2, all school variables are selected.
7. Specify the desired name of the merged data file and the folder where it will be stored in the
Output Files field. The IEA IDB Analyzer also will create an SPSS syntax file (*.SPS) of the same
name and in the same folder with the code necessary to perform the merge. In the example shown
in Figure 4.2, the merged file is named “TAL08_School&Teacher_Five_Countries_Merged.SAV”. This
and an equivalently named SPSS syntax file “TAL08_School&Teacher_Five_Countries_Merged.SPS”
will both be stored in the folder you specified (here: “C:\TALIS\work”). The merged data file will
contain school data with the variables shown in the Selected Variables panel to the right.
8. Click on the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window
ready for execution. The IEA IDB Analyzer will give a warning if it is about to overwrite an existing
file in the specified folder. The syntax file must be executed by opening the Run menu of SPSS and
selecting the All menu option.
TALIS User Guide to the International Database
29
Figure 4.2 Merge Module – Selecting file types and variables
Attention Point
Researchers should check the resulting SPSS output file for possible warnings. If warnings appear, this
may indicate that the merge process was not performed properly and the resulting merged data file might
not be the one expected.
4.4 Performing analyses with the IEA IDB Analyzer
This section describes a few analysis types available within the IEA IDB Analyzer to compute specific
statistics with their correct standard errors. Making use of these analysis types for analysing the data is the
best way to ensure that the analyses will be done correctly. By using the IDB Analyzer, sampling weights are
always used to analyse and standard errors are correctly computed using the required BRR method.
4.4.1
Supported analysis types and required parameters
The analysis module of the IEA IDB Analyzer is used to analyse the data, whether or not these have been
pre-processed with the merge module. It can also create code for several analysis procedures. On starting
the IEA IDB Analysis Module, the file merged in the previous step will automatically be suggested as the
analysis file.
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TALIS User Guide to the International Database
Figure 4.3 IEA IDB Analyzer – Analysis Module
Table 4.1 lists the analysis available with the data using the IEA IDB Analyzer. As can be seen, the analysis is
limited to basic statistics and models. Researchers wishing to explore more sophisticated models should
consult Section 3.4 on available software packages and Chapter 5, which illustrates additional analysis types
in WesVar.
Table 4.1 Types of available analysis for the data from the first round of TALIS
Analysis Type
Percentages (only)
Percentages and Means
Regression
Correlations
Description
Computes percentages by subgroups defined by grouping variable(s)
Computes percentages, means and standard deviations for selected variables by
subgroups defined by the grouping variable(s)
Computes regression coefficients for selected variables predicting a dependent
variable by subgroups defined by grouping variable(s)
Computes means, standard deviations and correlation for selected variables by
subgroups defined by the grouping variable(s)
Depending on the type of analysis chosen, the analysis module of the IEA IDB Analyzer requires variables to
be selected for the following purposes:
•
Grouping Variable(s)
This is the list of variables that are to be used to define the subgroups. The list can consist of one or
more variables. By default the IEA IDB Analyzer always includes IDCNTRY as the first grouping
variable and there should always be at least this one grouping variable. If the option Exclude
Missing from Analysis is checked, only cases that have non-missing values in the grouping
variables will be used in the analysis. Note that this box needs to remain checked when reproducing
results from the international report. Subgroups are created and reported using the order of the
TALIS User Guide to the International Database
31
variables as they appear in this list. This variable type is accessible and required for all analysis
types.
•
Analysis Variable(s)
This is the list of variables for which the statistics are to be computed. Researchers may select more
than one analysis variable. Each of these variables will be analysed separately and independently.
This variable type is accessible and required for all analysis types except for Percentages (only).
•
Dependent Variable
This is the dependent variable to be predicted by the list of analysis (or in this case predicting)
variables in regression analysis. Only one dependent variable can be listed for regression analysis.
This variable type is accessible and required for Regression analysis only.
•
Weight
The estimation weight that will be used in the analysis. SCHWGT should be used when analysing
school data files. TCHWGT should be used when analysing teacher data files. The selection of a
weight variable is automatic. Please note that the weight selected automatically from the IEA IDB
Analyzer depends on the data file types you merge. If you merge files containing only school data,
then the SCHWGT will be selected. If you merge files containing only teacher data, then the
TCHWGT will be selected. The case will be different if you merge files that contain both school and
teacher data: TCHWGT will be selected by IEA IDB Analyzer. In this case the results should be
interpreted as (for example) “Percentage of teachers in school with characteristic A” without making
any direct inferences for the school themselves. One more thing to mention for this case is that the
analyst should be careful with any missing data on school level which sometimes can lead to
problems with the analysis and its interpretation.
•
Replicate Weights
The IEA IDB Analyzer automatically selects all the replicate weights (1 to 100) that are used in all
analysis types 5. The selection of the replication weights will depend on the weights selected by the
IEA IDB Analyzer.
The examples presented in this section use the SPSS data file called
“TAL08_School&Teacher_Five_Countries_Merged.SAV” as input, which contains the merged school and
teacher data files for the five participating countries (Australia, Brazil, Hungary, Korea and Mexico). In this
example all school variables were selected. The merged file was created using the merge module of the IEA
IDB Analyzer shown in the previous section.
4.4.2
Computing percentages (only) and their standard errors
To compute percentages of variables with their BRR standard errors, analysts will need to select
Percentages only as the type of analysis. This type can compute the percentages within specified
subgroups and will also compute the appropriate standard errors for those.
This example will compute the percentages teachers who reported having received appraisal and/or
feedback on their work from their school principal with different frequencies, using the weighting variable
TCHWGT. The data will be read from the data file “TAL08_School&Teacher_Five_Countries_Merged.SAV”,
that contains merged school and teacher variables, and the standard errors will be computed based on 100
replicate weights.
The steps in the IEA IDB Analyzer are as follows:
1. Open the analysis module of the IEA IDB Analyzer.
2. Select the data file called “TAL08_School&Teacher_Five_Countries_Merged.SAV” that was merged in
the previous step. Normally, the IEA IDB Analyzer’s Analysis Module automatically selects the last
file being merged by the Merge Module.
3. As the type of analysis select Percentages only. Note that the program by default will exclude
missing values on the grouping variable from the analysis. This can be deactivated by removing the
checkmark from the option Exclude Missing from Analysis.
5
For information on the use of replicate weights please refer to Chapter 9 in the TALIS Technical Report and
Chapter 3 in this guide.
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4. In the next step analysts will need to define the grouping variables. As Grouping Variable the
software always selects variable IDCNTRY by default. Analysts will need to add BTG21A (Teacher
Questionnaire, Q21-A, p. 9) as a second grouping variable for this example. To do this, select the
variable from the variable list on the left hand side of the window and press the right arrow button
belonging to the section of the grouping variable. This will move the variable BTG21A from the
variable list on the left hand side into the field for the grouping variables on the right hand side.
Since there are a lot of variables in the merged data file, you can search for the one of interest
using the search box located under the variable list in the right side of the screen either by name or
variable label selecting the option you want below the input field.
5. The Weight variable is automatically defined by the software. As this is an example for analysis at
the teacher level, the weight TCHWGT is selected by default. Additionally the replicate weights
(TRWGT1-100) are also defined automatically.
6. Specify the name and folder of the output files in the Output Files field by clicking on the Change
box, browsing to the desired folder, and typing the desired name. The IEA IDB Analyzer will use this
name and folder to create three output files:
a. an SPSS syntax file that contains the code for performing the analysis,
b. an SPSS data file with the results,
c.
an Excel file with these same results.
7. Press the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window.
The syntax file will be executed by opening the Run menu in SPSS and selecting the All menu
option. If necessary, the IEA IDB Analyzer will produce a prompt to confirm the overwriting of
already existing files.
Figure 4.4 Analysis Module – Computing percentages (only)
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A partial printout of the SPSS output containing the results is presented in Figure 4.5. It shows the
percentages of teachers answering for each one of the eight options of the variable BTG21A, grouped by the
five selected countries.
Figure 4.5 SPSS output for example percentages (only) analysis
From the first eight lines of the results shown in Figure 4.5, it can be seen that in Australia an estimated
30.1% of the ISCED Level 2 teachers never received appraisal or feedback from their school principal and
only 4.7% received it more than once per month (the corresponding standard errors are 1.5 and 0.7,
respectively).
4.4.3
Computing percentages and means and their standard errors
To compute percentages and means of continuous variables with their corresponding standard errors
researchers will need to select Percentages and Means as type of analysis. An example will help to
demonstrate this. This analysis type computes the percentages of teachers within specified subgroups and
their mean and standard deviation on the continuous variable selected. This analysis type also computes the
appropriate standard errors for those percentages, means and standard deviations.
This example will compute the average number of days that teachers spent on professional development
during the 18 months before the survey was administered (variable BTG12) and the associated standard
errors for each country (IDCNTRY), using the weighting variable TCHWGT. The data will be read from the
data file “TAL08_School&Teacher_Five_Countries_Merged.SAV” and the standard errors will be computed
based on 100 replicate weights.
The steps in the IEA IDB Analyzer are as follows:
1. Open the analysis module of the IEA IDB Analyzer.
2. Select the data file called “TAL08_School&Teacher_Five_Countries_Merged.SAV” that was merged in
the previous step if it is not selected automatically by the IEA IDB Analyzer.
3. As the type of analysis select Percentages and Means. The program will by default exclude from
the analysis cases with missing grouping variables. This can be deactivated by removing the
checkmark from the option Exclude Missing from Analysis.
4. In the next steps the variables need to be defined:
a. As Grouping Variables the software always selects variable IDCNTRY by default. This is
the only grouping variable used for this analysis. Nevertheless, depending on the purpose of
the analysis the analyst can add more grouping variables. To do this, select the variable
from the variable list on the left hand side of the window and press the right arrow button
belonging to the section of the grouping variable. This will move the variable of interest
from the variable list on the left hand side into the field for the grouping variables on the
right hand side. Note that subgroups are created and reported using the order of the
variables as they appear in this list.
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b. Next the Analysis variables need to be defined. To activate this section, press the radio
button Analysis Variables. This time select variable BTG12 from the list of variables and
move it to the analysis variables field by pressing the right arrow button in this section. Note
that more than one analysis variable can be selected.
5. Since this is an example for analysis on teacher level, TCHWGT is used as the WEIGHT. It is
selected by default by the IEA IDB Analyzer because there are both school and teacher data in the
merged file. Whenever IEA IDB Analyzer detects teacher-level variables in a merged file, it will select
the teacher weights. Again, if we analyse school variables which are in a merged file containing
teacher data, the teacher weights will be used and the results should be interpreted as (for
example) “Percentage of teachers in school with characteristic A” without any direct inferences for
the schools themselves. Additionally the replicate weights (TRWGT1-100) are defined automatically
by the software.
6. Specify the name and folder of the output files in the Output Files field. The IEA IDB Analyzer will
use this name and folder to create three output files
a. an SPSS syntax file that contains the code for performing the analysis,
b. an SPSS data file with the results,
c.
an Excel file with these same results.
7. Press the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window.
The syntax file will be executed by opening the Run menu in SPSS and selecting the All menu
option. If necessary, the IEA IDB Analyzer will produce a prompt to confirm the overwriting of
already existing files.
Figure 4.6 Analysis Module – Computing Percentages and Means
A printout of the SPSS output containing the results is presented in Figure 4.7. It produces the estimated
average number of days spent for professional development by teachers for the selected five countries.
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Figure 4.7 SPSS output for example percentages and means analysis
In the first line of the results shown in Figure 4.7 we see that Australian teachers had a mean of 8.7 days of
professional development during the 18 months prior to the survey. The standard error of the mean
estimate is 0.2. The standard deviation is 7.6 with an associated standard error of 0.4. The output’s last
column also reports the percentage of responses missing for the analysis variable BTG12 within each level of
the grouping variable IDCNTRY. About 2% of Australian teachers did not respond to the question about the
number of days spent in professional development during the 18 months prior to the survey. At the same
time, teachers in Mexico had spent, on average, 34 days of professional development during the 18 months
prior to the survey.
4.4.4
Computing regression coefficients and their standard errors
The analysis type Regression is used to perform single or multiple linear regression between a dependent
(or “to be explained”) variable and one or more independent (“explanatory”) variables. This example
demonstrates the use of this type of analysis, which computes the regression coefficients and their
corresponding standard errors. Note that the IDB Analyzer provides convenient tools for estimating
coefficients and sampling errors reflecting the sample design only and that analysts will need to verify any
assumptions about the data’s characteristics, distributions and so on beforehand (e.g., normality, outliers,
multicollinearity, or heteroscedasticity).
This example will show a school-level linear regression with the size of the settlements (recoded variable
regAREA) as a predictor of the student delinquency (derived index variable SCDELINQ), using the weight
variable SCHWGT. It will compute the regression coefficients and their standard errors. Before performing
this analysis, the analysts will have to merge a new file containing only the school principal data for the five
countries used so far (Australia, Brazil, Hungary, Korea, Mexico) using the same steps already described in
Section 4.3. In this example the file is named “TAL08_School_Five_Countries_Merged.SAV” and use to
analyse with the school weight. The standard errors will be computed based on 100 replicate weights. For
merging the new file, follow the next steps:
1. Open the merge module of the IEA IDB Analyzer from the Windows Start menu.
2. In the Select Data Directory field, browse to the folder where the SPSS format TALIS IDB data
files are located. For example, in Figure 4.1, all SPSS data files are located in the “C:\TALIS\Data”
folder. The program will automatically recognise and complete the study Name and Year fields and
list all countries available in this folder as possible candidates for merging.
3. Select the countries of interest from the Available Participants list and use the arrow buttons to
include them in the list of Selected Participants. To select multiple countries, hold down the CTRL
key when selecting the countries. In this case Australia, Brazil, Hungary, Korea and Mexico will be
selected. Notice that the countries appear sorted in alphabetical order by the country’s name and
not by the country’s three-letter code or ID.
4. Press the Next>> button to proceed. The software will open the second window of the merge
module to select the file types and the variables to be included in the merged data file.
5. Select the file types for merging by checking the appropriate boxes to the left of the window. In this
example only the school data file will be selected.
6. Select the variables required from the list of variables available in left panel. Required identification
and sampling variables are selected automatically by the IEA IDB Analyzer. In this example all
school variables are selected.
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7. Specify the desired name of the merged data file and the folder where it will be stored in the
Output Files field. The IEA IDB Analyzer also will create an SPSS syntax file (*.SPS) of the same
name and in the same folder with the code necessary to perform the merge. In the example shown
in Figure 4.2, the merged file is named “TAL08_School_Five_Countries_Merged.SAV” and the syntax
file “TAL08_School_Five_Countries_Merged.SPS” will both be stored in the “C:\TALIS\Work”
directory. The merged data file will contain only variables for the school data.
8. Click on the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window
ready for execution. The IEA IDB Analyzer will give a warning if it is about to overwrite an existing
file in the specified folder. The syntax file must be executed by opening the Run menu of SPSS and
selecting the All menu option.
We will use the variables BCG10 and SCDELINQ for the current analysis. The variable BCG10 will be first
recoded to collapse the number of categories and ease the analysis into two groups (often referred to as
“dummy-coding”). This variable corresponds to Question 10 in the School Principal Questionnaire (page 5)
and has five categories ranging from a village with up to 3 000 people to a large city with more than
1 000 000 people. We will recode the first three categories into value “0” representing the schools in small
communities with up to 100 000 people and categories 4 and 5 into “1” to represent the schools in
communities with more than 100 000 people. The variable BCG10 will be recoded into regAREA (to be used
as a predictor variable in the regression) containing the new values. These recodes should be done using
SPSS directly. No recodes can be performed using the IEA IDB Analyzer.
The recodes into SPSS can be done using its graphical user interface, but for the sake of transparency in this
guide, SPSS syntax will be used. The SPSS code for the recodes that reads the merged data file
“TAL08_School_Five_Countries_Merged.SAV” and saves it under the same name including the new variable
regAREA is presented in Figure 4.8. Note that this code would need to be run directly in SPSS. Open the
SPSS Syntax Editor and copy and paste the code, followed by choosing All from the Run menu in the
Syntax Editor.
Figure 4.8 Example SPSS syntax to dummy recode variables for analysis
GET FILE = "C:\TALIS\Work\TAL08_School_Five_Countries_Merged.sav".
* Recode variable BCG10 into new variable.
RECODE BCG10 (1=0) (2=0) (3=0) (4=1) (5=1) (MISSING=SYSMIS) INTO regAREA.
* Set variable label.
VARIABLE LABELS regAREA 'Recoded type of settlement'.
EXECUTE.
* Assign value labels to the new variable.
VALUE LABELS regAREA
0 'Up to 100,000 people'
1 'Above 100,000 people'.
EXECUTE.
SAVE OUTFILE = "C:\TALIS\Work\TAL08_School_Five_Countries_Merged_REC.sav"
/COMPRESSED.
The execution of this syntax will recode the variable BCG10 into regAREA and save the data file as a new
one with the name “TAL08_School_Five_Countries_Merged_REC.SAV” indicating that recoding was
implemented. The newly created data file will be used for the regression analysis in the IEA IDB Analyzer.
Note that the IDB Analyzer will always read the specified file from disk and that any required modifications
have to be saved prior to analysis.
The variable that will be used as a dependent one in the regression is SCDELINQ. It is related to a single
question in the School Principal Questionnaire, but is a derived index from six questions (variables BCG30F,
BCG30G, BCG30H, BCG30I, BCG30J, BCG30K) that concern various delinquent behaviours among students
that hinder their learning. Information on how the index variables were derived can be found in Chapter 11
of the TALIS Technical Report (OECD, 2010). For the purpose here, it is important to recall that indicators
TALIS User Guide to the International Database
37
were standardised on an international metric (i.e., using equally weighted samples from each country) with
mean of 0 and standard deviation of 1.
The steps in the IEA IDB Analyzer are as follows:
1. Open the Analysis module of the IEA IDB Analyzer.
2. Select the data file called “TAL08_School_Five_Countries_Merged_REC.SAV” that was recoded
earlier.
3. As type of the analysis select Regression.
4. In the next steps all variables need to be defined:
a. As Grouping Variable the software always selects variable IDCNTRY by default. No other
variable needs to be added for this example.
b. Next the analysis variable needs to be defined. To activate this section, press the radio
button Analysis Variables. This time select variable regAREA (the recoded BCG10) from
the list of variables and move it to the analysis variables field by pressing the right arrow
button in this section. If this variable does not exist in the variable list, the prior recoding
step was not conducted successfully.
c.
Select the radio button for the Dependent Variable. Select variable SCDELINQ from the
variable list and move it to the dependent variable field by pressing the right arrow button in
this section.
d. The Weight variable is automatically selected by the software. As this is an example for
analysis on school level and the file contains only school data merged for the five countries,
the weight SCHWGT is selected by default. Additionally the appropriate replicate weights
(SRWGT1-100) are defined.
5. Specify the name and folder of the output files in the Output Files field. The IEA IDB Analyzer will
use this name and folder to create three output files:
a. an SPSS syntax file that contains the code for performing the analysis,
b. an SPSS data file with the results,
c.
an Excel file with these same results.
6. Press the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window.
The syntax file will be executed by opening the Run menu in SPSS and selecting the All menu
option. If necessary, the IEA IDB Analyzer will produce a prompt to confirm the overwriting of
already existing files.
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Figure 4.9 Analysis Module – Computing regression
A printout of the results is presented in Figure 4.10. It shows the results from a linear regression in each
country, with the community size variable (regAREA) as a predictor of the student delinquency (SCDELINQ)
for the five selected countries.
Figure 4.10 SPSS output for example regression analysis
By using these variables in the model, the intercept (or regression “constant”) will be the estimated student
delinquency for schools located in an area with “Up to 100,000 people”, whereas the regression coefficient,
SCDELINQ (estimate), will be the estimated difference in the student delinquency in schools located in an
area with “Above 100,000 people”. This will also allow the performance of a t-test to determine if the
student delinquency is significantly different between schools located in areas with “Up to 100,000 people”
and schools located in areas with “Above 100,000 people”.
The results displayed in Figure 4.10 show that in Brazil and Hungary the estimated mean student
delinquency in schools located in an area with “Up to 100,000 people” are -0.50 and 0.39 respectively
(column “Constant (estimate)”), with a standard errors of 0.06 and 0.14 (column “Constant (s.e.)”).
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Compared to this, if a school is located in an area with “Above 100,000 people” the estimated difference on
the student delinquency indicator is 0.46 (Brazil) and -0.56 (Hungary). See column “REGAREA (estimate)”.
Notice the direction of this relationship: in Brazil, a higher level of students’ delinquency has been reported
in the larger communities, whereas in Hungary it is just the opposite – schools from smaller settlements are
found to be associated with a higher level of reported student delinquency.
With an estimated standard errors of 0.09 and 0.16 (column “REGAREA (s.e.)”), the differences are
statistically significant at a 95% confidence level because the absolute values of “REGREA (t-test)” are
bigger than the value of 1.96 for the both countries (using a standard normal distribution to determine the
critical value for the t-statistic). Nevertheless, although significant and sizable, these differences explain only
about 6% of the variation in dependent variable (column for multiple R2, abbreviated as “Mult_RSQ”) for
both Brazil and Hungary.
Attention Point
Note that this section presented a fairly simple example of regression analysis using a single predictor
variable for the sake of clarity. The initial publication (OECD, 2009) has used a variety of regression
analyses, each with a larger number of dummy coded or normalized predictor variables. The annexes to
the initial publication detail the predictor and predicted variables used and any recoding applied prior to
using them in the analysis.
4.4.5
Computing correlations and their standard errors
The analysis type Correlations is used to calculate Pearson product-moment correlation coefficients
between selected analysis variables.
This example will compute the correlation between the indicator for student delinquency (SCDELINQ) and
the indicator for teacher working morale (SCTMORAL).
The steps in the IEA IDB Analyzer are as follows:
1. Open the analysis module of the IEA IDB Analyzer.
2. Select the data file called “TAL08_School_Five_Countries_Merged.SAV” that was merged for the
means of the previous analysis.
3. As type of the analysis select Correlations.
4. In the next steps all variables need to be defined:
a. As Grouping Variable the software always selects variable IDCNTRY by default. No other
variable needs to be added for this example.
b. Next select the analysis variables. To activate this section, click the radio button Analysis
Variables. This time select variables SCTMORAL and SCTMORAL from the list of variables
and move them to the analysis variables window by pressing the right arrow button in this
section.
5. The Weight variable is automatically selected by the software. As this is an example for analysis at
the school level, the weight SCHWGT is selected by default. Additionally the BRR replicate weights
SRWGT1-100 are automatically set by the IEA IDB Analyzer.
6. Specify the name and folder of the output files in the Output Files field. Again, the IEA IDB
Analyzer will use this name and folder to create three output files:
a. an SPSS syntax file that contains the code for performing the analysis,
b. an SPSS data file with the results,
c.
an Excel file with these same results.
7. Press the Start SPSS button to create the SPSS syntax file and open it in an SPSS syntax window.
The syntax file will be executed by opening the Run menu in SPSS and selecting the All menu
option. If necessary, the IEA IDB Analyzer will produce a prompt to confirm the overwriting of
already existing files.
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Figure 4.11 shows the setup screen with the selections made for computing the correlations between the two
selected variables. Figure 4.12 shows the results from the analysis.
Figure 4.11 Analysis Module – Computing correlations
The partial SPSS output in Figure 4.12 displays, for each group defined by the grouping variables, the
correlation coefficients for each possible combination of variables. The diagonal as well as the elements
above the diagonal of the correlation matrix are displayed with their corresponding standard errors.
Figure 4.12 SPSS output for example correlation analysis
The results displayed in Figure 4.12 indicate that the correlation between the two variables in the analysis
for the first group (IDCNTRY=36 [Australia]) is 0.6408, whereas the standard error is 0.0562. For the
second group (IDCNTRY = 76 [Brazil]) the correlation between these variables is 0.6650 and the standard
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41
error for the correlation is 0.0421. In addition to the correlations the output also displays the mean and
standard deviation for each variable in the analysis, together with the corresponding standard errors.
Due to limitations in the current implementation of the correlation analysis, the grouping variables (here:
country IDs) are not displayed with labels. The user will need to keep a record of the labels for each of the
values of the grouping variables in order to interpret the results. These are included in the SPSS files’
dictionary and additionally in Appendix A4 and A5.
4.5 Reproducing analyses from the initial TALIS report (OECD, 2009)
4.5.1
Analysis with school-level variables
The example of a school-level analysis will investigate the percentages and standard errors of teachers in
schools where principals report that different actions were taken following the identification of weaknesses
during teacher appraisal. The results of this analysis are presented in Table 5.6 of the TALIS international
report (OECD, 2009; see Figure 4.13 below). Parts of the results, namely those for the first item “A”, are
reproduced here in Figure 4.16. This example uses the analysis type Percentages only.
The first step in the analysis is to identify the variables of interest in the appropriate data files. The variables
BCG28A through BCG28F in the school files contain information on different actions taken by the principals if
an appraisal of teacher’s performance identified weaknesses (question 28 from the Principal Questionnaire,
page 18). To support this, the appendices of this guide provide all questionnaires and include the respective
variables names as used in the international database. This data file will provide the variables that contain
the information about the different actions taken by the school principal if the teacher appraisal identifies
weaknesses (BCG28A-F). As some countries had to adapt certain questions according the educational
system, cultural or national peculiarities, it is important to assure that there were no adaptations leading to
deviations compared to the international version. This can be done by reviewing the reports of the national
adaptations. As you can see from Appendix A3, there were no adaptations that could lead to deviations and
the analysis can continue without additional modifications.
The examples below are merely illustrations of the possible analyses that can be conducted using the IEA
IDB Analyzer.
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Figure 4.13 Table 5.6 (1/3) from the TALIS international report (OECD, 2009) for the example
school-level analysis
Since we want to investigate the percentage of teachers whose principal report the different actions taken,
we need to combine data from both school and teacher files. We will use a school-level variable
“disaggregated” to the teacher level as a grouping variable. Consequently the weight variable that will be
used is the teacher weight (TCHWGT). As it was stated earlier, in such cases the interpretation of the results
should be as “Percentage of teachers in schools with characteristic X” without making any direct inferences
for the school themselves.
The merge module of the IEA IDB Analyzer will combine data from the school and teacher data files of all
countries available in the international database following steps below. There are no data for Iceland in the
database, although the results are available in the international report. The Netherlands is included in the
database, but is not included in the tables of the international report. In a similar way, Ireland needs special
attention. Due to confidentiality requirements, the teacher and school ID scheme was changed and no direct
link can be established between the teachers and schools they work in. Because of this, when the school
and teacher data files for Ireland are merged, the IEA IDB Analyzer will be not able to link teachers to their
schools. In the merged data file, all the variables from the teacher data file will be included, but all schoollevel variables will appear with missing values. When performing analysis using merged file for school and
teacher level data, IEA IDB Analyzer will consequently not produce output for Ireland.
1. Open the merge module of the IEA IDB Analyzer from the Windows Start menu.
2. In the Select Data Directory field, browse to the folder where the SPSS format TALIS IDB data
files are located. As shown in the merge example in paragraph 4.3, this is again “C:\TALIS\Data”
folder. The program will automatically recognize and complete the study Name and Year fields and
list all countries available in this folder as possible candidates for merging.
3. Select all countries from the Available Participants list and use the double arrow button between
the available and selected participants to include them in the list of Selected Participants.
4. Press the Next>> button to proceed. The software will open the second window of the merge
module to select the file types and the variables to be included in the merged data file.
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5. Select both School and Teacher Background file types for merging by checking the boxes to the left
of the window.
6. Select the variables required from the list of variables available in left panel. Required identification
and sampling variables are selected automatically by the IEA IDB Analyzer. Select all school and
teacher variables.
7. Specify the desired name of the merged data file and the folder where it will be stored in the
Output Files field. The IEA IDB Analyzer also will create an SPSS syntax file (*.SPS) of the same
name and in the same folder with the code necessary to perform the merge. The merged file will be
named “TAL08_School&Teacher_All_Countries_Merged.SAV” and the syntax file
“TAL08_School&Teacher_All_Countries_Merged.SPS” will both be stored in the “C:\TALIS\Work”
directory of your computer. The merged data file will contain all school and teacher variables.
8. Click on the Start SPSS button to create the SPSS syntax file. It will be automatically opened in the
SPSS syntax window ready for execution. The IEA IDB Analyzer will give a warning if it is about to
overwrite an existing file in the specified folder. The syntax file must be executed by opening the
Run menu of SPSS and selecting the All menu option.
Figure 4.14 below shows the set-up screen for the IEA IDB Analyzer Merge module with all the variables
from school and teacher data files selected for merging. The identification and sampling variables are
automatically selected by the IEA IDB Analyzer.
Figure 4.14 Merge module for example school-level analysis
For this analysis there is no need to recode any data.
The actual analysis is conducted with the IEA IDB Analyzer analysis module. Figure 4.15 shows the set-up for
this analysis and Figure 4.16 shows the results. In the set-up screen for the analysis module the analysis
type selected is Percentages only. Variables IDCNTRY and BCG28A have been selected as Grouping
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Variables. As Weight Variable the IEA IDB Analyzer automatically selected the variable TCHWGT.
Additionally you have the option to change the number of decimals in the output.
Figure 4.15 Analysis module for example school-level analysis
Figure 4.16 SPSS output for example school-level analysis
The countries are identified in the first column. The second column describes the categories of BCG28A
being reported. In this example, each country’s results are presented in four lines, one for each category of
the variable BCG28A. Note that categories with no cases will not be displayed in the output. This is the case,
for example, in Australia for which no cases fall within the category “Never”. The third column reports the
number of valid cases and the fourth the sum of weights of the sampled teachers. The last two columns
display the percentage of schools in each category and the associated standard error.
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The first three lines in Figure 4.16 show that in Australia there are no teachers for whom the principal
reported “Never”, 3.14% of teachers for whom the principal said that outcomes are “sometimes” reported to
teachers, 21.63% of teachers whose principals reported “most of the time”, and 75.22% of teachers whose
principals report that they “always” reported an appraisal’s outcome to them. The output also shows the
standard errors for the percentages in each category.
This analysis reproduces the first part of Table 5.6 from the International Report (“The principal ensures that
the outcome is reported to the teacher”). To reproduce the rest, perform the same analysis with each one of
the variables included in the question 28 from the questionnaire, each time exchanging the second grouping
variable with one of the variables BCG28B-BCG28F and comparing the results with the table from the
International Report.
The fact that the IDB Analyzer’s output (using SPSS as an engine for computation) matches the international
report perfectly is not surprising since the majority of tables in OECD (2009) were produced by the IDB
Analyzer and its underlying algorithms.
4.5.2
Analysis with teacher-level variables
This example of a teacher-level analysis will investigate the mean level of self-efficacy of teachers across
countries. The results of such an analysis are presented in Table 7.2 of the TALIS international report
(OECD, 2009; see Figure 4.17). It is reproduced here in Figure 4.20. After merging the teacher data for all
available countries, the example will use the analysis type Percentages and Means.
Figure 4.17 Table 7.2 from the TALIS international report (OECD, 2009) for the example
teacher-level analysis
As with the previous analysis, the first step is to identify the variables relevant to the analysis in the
appropriate files and review the documentation for transformation of the data from different questions of
interest (Appendix A3). Since the example uses a teacher-level variable, the relevant variables can be found
in the teacher data file. From this file, the variable that contains the information on the teachers’ selfefficacy (SELFEF) is the one of interest. This variable is an index derived from four response variables that
can be found in the TALIS Teacher Questionnaire (BTG31B-E). The variable SELFEF represents factor scores
of the combination of the aforementioned variables with an international mean of zero and standard
deviation of one (using equally weighted data). For more information about how this index was derived,
please refer to Chapter 11 of the TALIS Technical Report (OECD, 2010).
For combining the data from the desired countries, this example will use the Merge Module of IEA IDB
Analyzer. Only the background variable of interest will be selected and included in the merged file. The
teacher data for all countries are merged by clicking on the Start SPSS button and running the syntax file
from SPSS choosing the All option SPSS from the Run menu in SPSS.
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Figure 4.18 shows the set-up screen of the IEA IDB Analyzer Merge Module where Teacher Background
has been selected as the file type. In this example the merged file will be saved to a file called
“TAL08_Teacher_Selfef.SAV”. The identification and weighting variables are automatically selected by the
IEA IDB Analyzer.
Figure 4.18 Merge module for example teacher-level analysis
For this analysis there is no need to recode any data.
Conducting the actual analysis with the IEA IDB Analyzer analysis module is the next step. Figure 4.19 shows
how the set-up screen of the Analysis Module looks when performing this analysis. Notice that for analysis
type, Percentages and Means is selected. Under Grouping Variables, IDCNTRY is selected by IEA IDB
Analyzer by default. TCHWGT is selected as the Weight since this analysis uses teacher data. The output of
this set-up is shown in Figure 4.20.
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Figure 4.19 Analysis module for example teacher-level analysis
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Figure 4.20 SPSS output for example teacher-level analysis
In this example, each country’s results are presented in single line. The first column of the results contain
the countries in the analysis, the second and third columns represent the number of cases for each country
and the sum of the teacher weights. Again, note that both Iceland and the Netherlands are not reported
since their data are not available for analysis. Note also that Belgium (Flemish) comes out at the bottom of
the table due to the special code for IDCNTRY assigned to this entity. For a table with alphabetically sorted
countries, use IDCNTRYR as a grouping variable.
The fourth and the fifth column represent the weighted percentage of cases per group defined by the
grouping variable (IDCNTRY) and its corresponding standard error. The sixth and the seventh columns
represent the mean values of the analysis variable (SELFEF) and the corresponding standard errors for the
groups defined by the grouping variable. The eighth and the ninth columns represent the standard deviation
and standard error. The last column shows the percentage of cases with missing data. The first line in Figure
4.20 shows that in Australia the mean for the variable SELFEF is 0.30, while in Korea the value on this index
is negative (-0.77).
The difference between the mean level of self efficacy may be formally tested using formulae present in
Chapter 6 but analysts will need to bear in mind that the possibility of directly comparing the mean level of a
derived indicator between countries is limited and not recommended (see Section 6.4.3).
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5
Analyzing the TALIS data using the WesVar
Leslie Rutkowski
5.1 Overview
This chapter provides a brief introduction to a number of features available in WesVar for the analysis of
TALIS data. While WesVar has a number of capabilities, this chapter focuses on a few select methods for
analysing the relationships between categorical variables. This chapter assumes a general familiarity with the
methods, associated assumptions and interpretation of the parameter estimates. While the method-specific
details are omitted from this chapter, interested readers will find Agresti (2007) an excellent introductory
text. Unless otherwise specified, beginning WesVar users should leave the default settings in WesVar
unaltered. As users gain proficiency with WesVar, it may be useful and advisable to modify many of the
settings.
5.2 WesVar
WesVar is a fully contained software application with a point-and-click graphical user interface (GUI)
developed by Westat for the analysis of survey data. Similar to IDB Analyzer, WesVar uses replication
variance estimation methods; however, WesVar differs in that it accommodates a number of study designs
(and replication variance estimation techniques, including the one employed in TALIS) as specified by the
user. WesVar 5.1, used in this chapter, and its supporting documentation including system requirements is
freely available for download at http://www.westat.com/westat/statistical_software/wesvar/ .
Because data are imported and the survey design is specified by the analyst, WesVar involves a number of
processing steps that result in an analysable data set. First, the data are imported from a variety of formats
including ASCII, the most popular spreadsheet applications or from several common statistical software
packages, including SPSS. The next steps in the analysis involve specifying the survey design and the
variables for analysis. Given the replication variance estimation approach adopted by WesVar, users are
asked to create new or import existing replicate weights. The newly created WesVar data file is then saved.
Prior to starting the analysis, users are required to create a WesVar workbook – an organised environment
where all analyses take place.
5.3 Creating a WesVar data file from the SPSS data files
Throughout, this chapter assumes that users have on hand a usable SPSS TALIS data set that includes at
least one country. To create a WesVar data file, analysts should do the following:
1. Open WesVar from the Windows Start menu or from the desktop. The main WesVar screen will
appear, featuring a coloured flow chart with steps for creating or opening WesVar data sets and
workbooks (workbooks are introduced later in this chapter). See Figure 5.1.
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Figure 5.1 WesVar main screen
2. Specify the file path where your data reside and where the new WesVar data file and workbooks
should reside. To do this, select from the menu File
Preferences
Directories and browse to the
appropriate file path for the Default Import Data File Directory, the Default WesVar Data File
Directory, and the Default WesVar Workbook Directory. Specifying the default directory paths in
advance should simplify navigation within WesVar and it is strongly recommended that beginning
WesVar users specify the same default directory in all three cases. See Figure 5.2 for example paths.
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Figure 5.2 Setting WesVar file paths
3. After setting the file paths, users may select the SPSS import data file either through the menu (File
New
WesVar Data File) or by clicking on the blue rectangle in the main WesVar screen labelled
New WesVar Data File. A browser window should open at the directory specified in Step 2. See
Figure 5.3. Select the SPSS data set to be converted to WesVar data and click OK. A window that
asks about Creating Extra Formatted Variables should now appear. Just click Done. Beginning users
should not have to make changes here.
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Figure 5.3 Browsing to input data
4. Once the data are selected, the WesVar Data File Window will open. Specify the study design and
sampling weights. All variables should be located in the Source Variable list. It is up to the user to
place these variables in the appropriate boxes, depending on the study design and the analysis of
interest. To move a Source Variable into one of the other boxes, click on the relevant radio button,
then click on the variable in the Source Variable list and use the single right arrow (>) to move the
variable into the relevant box.
a. Starting with the identification box (ID), users should choose the variable IDTEACH.
TCHWGT should be placed in the Full Sample box – this is the sampling weight.
b. The method of variance estimation used by the TALIS study is Fay’s BRR. Users should click
on the Fay radio button to indicate this and enter 0.50 in the Fay_K option. For more details
on these options, examine the WesVar User Guide. 6
c.
Replicate weights are prefixed by TRWGT and are indexed from 1 to 100. All 100 replicate
weights should be selected and moved into the Replicates box.
d. Finally, it is possible to use the double arrow (>>) to move the remaining variables into the
Variables box. These variables will be included in the new WesVar data set and will be
available for analysis. Users can also select a subset of the variables to be included in the
final data set.
) or via File
e. Save the new WesVar data file by clicking on the floppy disk button (
Save as. You should be automatically directed to the same folder as the input data set. By
default, WesVar assigns the same name as the import data file to the new WesVar data file.
WesVar data files have the extension .var.
Figure 5.4 illustrates the options that most users will need to analyse TALIS data.
6
If your regional settings use a decimal separator other than “.” (a dot), you will most likely have to
temporarily change your regional settings to one that uses “.” as the separator (e.g., English U.S.) to enter
the described value in the Fay_K box.
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Figure 5.4 WesVar data file window
The data are now fit for analysis in WesVar; however, it is necessary to create a new workbook to conduct
further analyses.
5.4 Creating a WesVar workbook for analysing TALIS data
All analysis within WesVar takes place within a workbook. To create a new workbook, either click on the red
button in the opening WesVar window labelled New WesVar Workbook or create a new workbook via File
New
WesVar Workbook. Next, specify a WesVar data file. With file path set as instructed in Section 5.3,
WesVar will, by default, navigate to the folder where the newly created WesVar data set resides. See Figure
5.5.
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Figure 5.5 Selecting WesVar data for a new workbook
Once the WesVar data file is specified, the new workbook should appear. See Figure 5.6. Give the workbook
a unique name in the Title: box. It is also possible to see the data that is associated with the new workbook
by clicking on the Browse button under the Input Data box. Input data can be changed but this option is not
covered here. After the WesVar data are specified and the workbook named, save the new workbook. Again,
good use of setting file paths will, by default, navigate to the same folder as the input and WesVar data files.
Analyses on the TALIS data may now be conducted in WesVar. A number of analysis examples are provided
in the next sections.
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Figure 5.6 New WesVar workbook
5.5 Analysis in WesVar
This section introduces a number of analysis methods in WesVar that are specific to categorical-type data,
which is abundant in surveys such as TALIS. From the teacher questionnaire, three variables were selected
that deal with issues of appraisal and feedback:
•
(1) “The appraisal and/or feedback contained a judgment about the quality of my work” (BTG25A).
Response options included Yes or No.
•
(2) “I think the appraisal of my work and/or feedback received was a fair assessment of my work as
a teacher in this school” (BTG26A). Response options ranged from Strongly Disagree to Strongly
Agree.
•
(3) “If I improve the quality of my teaching at this school, I will receive increased monetary or nonmonetary rewards” (BTG28G). Response options ranged from Strongly Disagree to Strongly Agree.
5.5.1
Recoding variables in WesVar
Given particular coding schemes, it is often necessary to recode variables so that they make conceptual
sense and are easier to interpret. All three variables used in subsequent analyses were recoded. In
particular, BTG25A (renamed as JUDG_QUAL_BIN) was recoded such that Yes = ‘1’ and No = ‘0;’ BTG26A
(FAIR_BIN) and BTG28G (MON_QUAL_BIN) were recoded such that Strongly Disagree = 0, Disagree = 0,
Agree = 1 and Strongly Agree = 1. An example of recoding variable BTG26A in WesVar follows.
1. Beginning from the Data File window in WesVar, click Format
Recode. The Recode window will
open. See Figure 5.7. For this example, consider BTG26A a continuous variable and click the New
Continuous (to Discrete) button.
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Figure 5.7 Main recode window
2. A second Recode window will open, asking for a number of details including the new variable name
and the specifics on recoding the original variable. See Figure 5.8. Under New Variable Name,
analysts should enter a name for the new variable. This example uses FAIR_BIN. It is also necessary
to select the original variable from the Source Variables and move it to the Range of Original
Variables list. Here, values less than or equal to ‘2’ should be recoded as ‘0’, while values great than
or equal to ‘3’ should be coded as ‘1.’ Analysts can either select the operators from the panel of
buttons or type the operators by hand. This suggests that general agreement is coded ‘1’ while
general disagreement is coded ‘0.’ Once the recode details are specified, click Ok.
Figure 5.8 Second recode window
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3. Analysts should now see the new variable FAIR_BIN in the Pending Recodes window. To make
changes to this recoded variable, select Modify Selected. If other variables will also be recoded,
make a new choice from the recode options list. Otherwise click Ok. Analysts will now be directed to
save the new data file, which includes the newly recoded variable. Unless there is good reason to do
otherwise, it is recommend to save the updated data set under the same name.
4. It is also possible to add labels to the newly recoded values in the Data File window via Format
Label. As with the recode option, select the variable to be labelled from the Source Variables list.
The Values box should be populated with the information from the variable to be labelled. In the
Label column, analysts can assign detailed labels to the variable. This example uses the label
Disagree for the value 0 and Agree for the value 1. The (missing) and MARGINAL labels are
unaltered. See Figure 5.9.
In the Label Variables window is a button labelled Recode Details. Activating this option when a
recoded variable is selected will provide details on that variable, including the original source
variable and how it was modified. This feature facilitates good accounting and variable
management.
Figure 5.9 Labelling variables in WesVar
5. Finally, analysts are again prompted to save the newly modified data.
Analysts should now have a data set that includes recoded variables suitable for answering research
question in an interpretable way. The next section includes a number of basic analyses that include the
recoded variables.
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Attention Point
Of course, the recoding of variables can also be carried out prior to creating the WesVar data file, for
example in SPSS.
5.5.2
General descriptive statistics and estimates
The following example illustrates how to generate the mean of the variable MON_QUAL_BIN (teachers
agreement that improving teaching will result in monetary or non-monetary awards). Given the binary
coding scheme of this variable, this is asking for the proportion of teachers who agree that improving their
teaching will result in rewards.
1. If not already opened, open the WesVar workbook created earlier. In the right panel is the name
assigned to the workbook. Click on the Table button in the New Request box. This will add a Table
node to the left panel of the workbook. In the right panel, analysts can change the Request Name.
The input data is also displayed. See Figure 5.10. Notice that the Request Name, specified by the
user, is Mean of Mon_Qual_Bin.
Figure 5.10 Specifying a table request in WesVar
2. Users can select a number of display and analysis options under the Options node in the left panel.
It is recommended that the outset the Options defaults should be left unaltered, with the exception
of specifying that p-values should be included under the Generated Statistics sub-node.
3. Under the Analysis Variables node, choose MON_QUAL_BIN from the Source Variables list and move
it to the Selected panel. This variable should appear in the Analysis Variables node.
4. Under the Computed Statistics node, enter the details for the statistic of interest. In the Computed
Statistic box in the right panel, give with the new statistic a name (in this case M_MON_QUAL_BIN,
where M is used to indicate the mean). The new statistic label should be followed by an equal sign
(=) and, from the drop down menu in the right panel, the function Mean. Within the brackets to the
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right of Mean, insert the variable MON_QUAL_BIN, either by hand or by selecting the variable from
the Source Variables list. See Figure 5.11. When the information is entered, on the Add as New
Entry box to see the new statistic as an entry in the Computed Statistics node. Note that while the
statistic has been specified, WesVar has not yet calculated it.
Figure 5.11 Computing means in WesVar
5. Now, click the Add Table Set (Single) button in the right panel. This new Table Set should appear in
the left panel under the Computed Statistics node. Click on this new node to activate it and from the
Source Variables list in the right panel, select the country variable (normally IDCNTRY) and move it
to the Selected box. In this example, there is a variable called Country that uses the three letter
country codes instead of the country numbers. This will produce a mean for each country in the data
set. Even working with only one country, it is still necessary to carry out this step. Now, click Add as
New Entry. Three sub-nodes will appear below the country variable in the Table Set #1 node. These
should be ignored for now; however, in the right panel of the Country node, the box Value under
the Analysis Variables list is checked. This is to limit unnecessary output. See Figure 5.12.
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Figure 5.12 Specifying table set details
) or click Request
6. To run the new table request, click on one of the two green arrows (
Run Selected Request or Request
Run Workbook Requests. The left arrow will run everything in
the workbook (this corresponds to Run Workbooks Request), which operates well now but can slow
down analyses as the workbook grows. The right arrow will only run the active Table Set, labelled
Mean of MON_QUAL_BIN here (this corresponds to Run Selected Request).
7. The selected green arrow will change to yellow while the system is processing the request. When
finished, the arrow will change back to green. Analysts can then view the output by clicking
Requests
View Output. The output features a number of technical and possibly interesting details;
however, in the interest of space, this discussion is confined to a limited subset of the output.
To examine the generated statistic, analysts should click on the Table Set node and then the subnode Country. See Figure 5.13. The first five rows in the right panel of the output correspond to
weighted counts and are not of inherent interest in this example. The next five rows give
information about the requested statistic. For each country, there is a generated estimate, standard
error, t-value, p-value and a number of other statistics. For example, based on the results in Figure
5.13, about 18% (CI: 16%, 20%) of teachers in Brazil agree that changes in teaching result in
rewards. Notice the red exclamation point in the Country node as well as the error message at the
bottom of Figure 5.13. This is because only one variable was specified in the table set and a chisquare test of association cannot be computed. In this case it is not a cause for concern. The error
message also provides information regarding missing observations. This may be of concern
depending on the missing rate and reason for its being missing. Users encountering sufficiently high
rates of missing observations are encouraged to deal with the missing data in a principled way (see
Little & Rubin, 2002 for a detailed explanation of dealing with missing data).
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Figure 5.13 WesVar output, single variable mean
5.5.3
Chi-square tests of association and odds ratios
The following example illustrates how to measure the association between two categorical variables via a
chi-square test of association and odds ratios. The analysis used the variables FAIR_BIN and
JUDG_QUAL_BIN. A reasonable question consonant with these two variables could be “Do teachers who feel
that their appraisal contained a judgment about the quality of their teaching tend to believe that the
appraisal was fair?” To answer this question, users can test the association between the fairness variable
and the quality judgment variable. In the two-by-two contingency table located in Table 5.1, there are four
response combinations and associated cell counts (nij) for these two questions: (1) teachers reported that
the appraisal judged their teaching and was fair (n11); (2) teachers reported that the appraisal judged their
teaching and was unfair (n12); (3) teachers reported that the appraisal did not judge their teaching but was
fair (n21); or (4) teachers reported that the appraisal did not judge their teaching and was not fair (n22).
Table 5.1 Two-by-two contingency table
Fair appraisal?
Appraisal judged quality
of teaching
Total
Total
Yes
No
Yes
n11
n12
n1+
No
n21
n22
n2+
n+1
n+2
Ultimately, this example seeks to know if the conditional probability of reporting that the appraisal was fair is
equal for teachers who felt the appraisal judged the quality of their teaching and for teachers who felt the
appraisal did not judge the quality of their teaching. In other words, does n11/n1+ = n21/n2+. In addition to
the chi-square test of association, which indicates whether these two variables are statistically independent,
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users might also like to know the strength of the relationship. The odds ratio gives this measure. Recall the
cross-product odds ratio formula:
θˆ =
n11 / n12 n11 n 22
.
=
n 21 / n 22 n12 n 21
The odds ratio can be any non-negative number. In this example, an odds ratio that is not statistically
different from one indicates that the odds of feeling that the appraisal was fair are the same for teachers
who felt that the appraisal judged the quality of their teaching and for teachers that felt the appraisal did not
judge the quality of their teaching. On the other hand, odds ratios that are statistically greater than one
indicate that the odds of feeling the appraisal was fair are higher for teachers who feel that the appraisal
judged the quality of their teaching. Finally, odds ratios that are statistically less than one indicate that the
odds of reporting that the appraisal was fair are higher for teachers who did not feel that the quality of their
teaching was judged.
To generate chi-square tests of association and odds ratios:
1. Open the WesVar workbook, if it is not already open. Click on the highest node in the workbook
(TALIS Workshop) and add a new table request to the workbook with the Table button in the right
panel. In the Request Name box change the name of the request to “2x2 Table (Fairness and
Quality)”
2. Leave the default setting under the Options node unaltered with one exception: those who like pvalues should elect to display them in the output under the Computed Statistics node.
3. Next, add a single table set by clicking on the Add Table Set (Single) in the right panel. Click on this
new table set – Table Set #1. From the source variable list, enter the following three variables in
this order: IDCNTRY, JUDG_QUAL_BIN, FAIR_BIN and click on the Add As New Entry button.
Again, note that a country variable uses the three-letter country code. Also, the WesVar user guide
(Westat, 2007) recommends that users check the RS3 (for a Rao-Scott adjusted chi-square test; see
also Rao and Scott, 1981, 1984 and 1987) box and the Value box under the Sum of Weights list. See
Figure 5.14. To this point, all efforts will result in chi-square tests of association between the quality
judgment variable and the fairness variable. A few extra steps will generate odds ratios.
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Figure 5.14 Specifying a two-by-two table for each country
4. Because this step should be repeated for every country under analysis, this example only uses
Korea. Click on the Cells node. Under Cell definitions in the right panel, three windows should be
populated with values from the variables IDCNTRY, JUDG_QUAL_BIN and FAIR_BIN. Using a pen
and notepad, write out the possible combinations in the two-by-two table for one country (or use
Table 5.1 as a guide). Label every fairness-by-judgment combination in the table. There should be a
cell definition for teachers who agree with both items, teachers who agreed with the fairness item
but disagreed with the judgment item, teachers who disagreed with the fairness item but agreed
with the judgment item and teachers who disagreed with both items.
Start by clicking on the country code for Korea (410 or KOR) in the IDCNTRY/Country cell definition
window. Next click on 0 in the JUDG_QUAL_BIN cell definition window. Next, click on 0 in the
FAIR_BIN cell definition window. Give this a label of KOR_No_No and click on Add as New Entry.
Repeat this process for the other three Korean cell combinations. Ignore the Marginal options in all
of the windows. There should be four cells with labels that match Figure 5.15.
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Figure 5.15 Specifying cell definitions
5. Now that the relevant cells are specified, construct the odds ratio. As with specifying the mean in
the previous analysis, the analyst must give WesVar detailed instructions under the Cell Function
node for constructing the odds ratio. Again, the name of the function should be the first entry in the
Function Statistic box in the right panel followed by an equal sign. Using the odds ratio formula
given above, the goal is to find the ratio (Kor_Yes_Yes*Kor_No_No)/(Kor_No_Yes*Kor_Yes_No).
These cell definitions, in the order given, can be selected from the Source Cells list. The operators
(), * and / can be selected from the drop down Functions menu and calculator buttons or they can
be typed by hand. Click Add as New Entry. See Figure 5.16.
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Figure 5.16 Constructing an odds ratio
6. As in the previous example, users can now run the analysis via either of the green buttons. To view
the output, click on Requests
View Output. Next, click on the node labelled 2x2 Table (Quality &
Fairness) followed by the sub-node Table Set #1 and finally the sub-node labelled
IDCNTRY*JUDG_QUAL_BIN*FAIR_BIN.
7. To investigate whether there is a significant relationship between the teaching judgment variable
and the fairness variable, click on the Chi-Square sub-node, which features an entry for each
country. Under each country, there should be a chi-square statistic and a Rao-Scott chi-square
statistic as well as an associated chi-square value and p-value. In this example, the p-value is close
to zero in every country, suggesting that the hypothesis of independence must be rejected. Users
can confirm these findings for Korea and learn about the strength of the association via the odds
ratio.
8. To examine the odds ratio, first click on the sub-node Functions. This corresponds to the odds ratio
that was developed in the workbook. In the right-hand panel, the odds ratio estimate along with its
standard error will appear. See Figure 5.17. Based on the analysis, the odds ratio for Korea is 4.35
(CI: 3.51, 5.19). This suggests that teachers who report that the appraisal contained a judgment of
their teaching have more than four times higher odds of reporting that the appraisal was fair than
teachers who report that the appraisal did not contain a judgment of their teaching. Simply put,
teachers in Korea who report that their teaching was judged as part of their appraisal more often
report that the appraisal was fair.
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Figure 5.17 WesVar output for user-defined odds ratio
5.5.4
Logistic regression
This example illustrates how to specify and interpret a simple logistic regression with TALIS data in WesVar
looking at the relationship between the quality judgment variable and the fairness variable from a modelbased perspective.
As with the odds ratios and chi-square tests from the previous example, logistic regression allows an
examination of the relationship between categorical variables. Logistic regression is analogous to linear
regression in that it models the relationship between predictors and a single response variable. A critical
difference between logistic and linear regression is the distributional assumption about the response or
dependent variable. Linear regression assumes that the response variable is numeric and normally
distributed whereas logistic regression assumes that the response variable is binary – yes/no, disease/no
disease, pass/fail. This has a number of implications, the most relevant of which, for our purposes, is the
interpretation of regression coefficients. Rather than interpreting raw or standardised regression coefficients,
in logistic regression analysts interpret effects in terms of odds ratios – as in the previous example.
To produce a simple logistic regression in WesVar:
1. Click on the top node TALIS Workshop and Select Regression from the Request list in the right-hand
panel.
2. Under Request Name in the right panel, label the model fairness = judg qual.
3. Under the Options node, select Logistic from the Model Type list. Under Generated Statistics, select
Confidence Interval.
4. Click on the Model node. Here users can specify the variables to include in the model. Independent
variables, in our case JUDG_QUAL_BIN, can be selected from the Class Variables (which treats
predictors as categorical variables) or the Source Variables list (which treats predictors as ordinal
variables). Note: WesVar chooses the highest value as the reference category when variables are
chosen from the class list. In the present example, WesVar would code Agree as 0 while Disagree
would be coded as 1. This is the opposite of the coding scheme that would result from choosing the
same variable from the Source Variables list.
For this example, choose the independent variable, JUDG_QUAL_BIN, from the Source Variables list.
Select the variable FAIR_BIN as a dependent variable. Note: dependent variables must come from
the Source Variables list. Click Add as New Entry. See Figure 5.18.
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Figure 5.18 Specifying a simple logistic regression
5. Now, click on the newly added node FAIR_BIN = JUDG_QUAL_BIN. Under the By node, select
IDCNTRY. This will produce a regression model for each country in the data set.
6. Finally, under the Success node, specify the value that will be used as a “success” response in the
logistic regression. It is extremely important for the model interpretation that users know
which value is considered a “success.” The default value is normally the lowest value, in this
example 0. While this is not inherently incorrect, it can cause unexpected results and difficulty in
interpretation. Because this example seeks the odds ratio of reporting that the assessment was fair,
Agree is considered a success. Thus, in the current example, analysts should select 1 as a success
value.
7. Now the model is ready to be run. Highlight the fairness = judge qual node and click the green
arrow on the right that corresponds to Run Selected Request. When the analysis is finished, view
the output via Requests
View Output.
fairness = judge qual bin, a large amount of
8. In the output window, under the node models
information including the variables in the model, the success response, and the log likelihood values
can be found. This example focuses only on the model output. To maintain consistency, consider the
results from Korea.
a. Under the sub-node Country = Korea, click on Measures of Fit. The fit measures are very
close to 0 – an indicator of poor model to data fit.
b. Next, click on Estimated Coefficients. This node provides information on the raw logistic
regression parameter estimates. See Figure 5.19. In this example, the parameter estimate
for the predictor JUDG_QUAL_BIN is significantly different than zero, based on the standard
error and associated p-value.
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TALIS User Guide to the International Database
Figure 5.19 Logistic regression parameter estimates
c.
To examine the odds ratio for this model, click on Odds Ratios (see Figure 5.20). Based on
the analysis, there is an odds ratio of 4.35 (CI: 3.58, 5.29). This matches with the earlier
example where the odds ratio from the contingency table was estimated. The confidence
intervals do not match exactly. This difference is due to rounding error in the previous
example.
Based on the contingency table and the logistic regression analysis, there is evidence to suggest an
association between judging teaching quality and whether or not the appraised teacher feels their appraisal
was fair.
TALIS User Guide to the International Database
69
Figure 5.20 Odds ratios output
5.6 Summary and other analyses in WesVar
It is also possible to add more predictors to the logistic regression model following the steps outlined
previously. These additional predictors may come from the Class Variables list or the Source Variables list.
Specifying predictors as categorical or ordinal is a decision that can be facilitated via model fit as well as
substantive theory.
This chapter served as a very basic introduction to some of the categorical data analysis options available in
WesVar to analyse TALIS data. A number of analysis options remain. Interested readers are directed to the
WesVar User Guide and additionally to the WesVar resources on the University of California Los Angeles
Statistical Computing Portal (http://statcomp.ats.ucla.edu/wesvar/).
Setting up analyses similar to those illustrated in this chapter for a larger number of countries in WesVar will
be somewhat time consuming. Users may want to explore the batch processing capabilities of WesVar (see
user guide). Alternatively, the commercially available SAS 9.2 (SAS Institute Inc., 2008) package includes
the PROC SURVEYFREQ and PROC SURVEYLOGISTIC procedures that supports the techniques illustrated
above as well as more advanced analysis. Using PROC SURVEYFREQ and SURVEYLOGISTIC, the same
analysis can be easily run separately for each country.
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6
Comparing estimates with appropriate standard errors
Jean Dumais, Ralph Carstens
6.1 Overview
When comparing estimates, the comparison must be scaled using the appropriate estimates of sampling
error. This is the case for comparing two characteristics or two subpopulations within a country, across two
countries, or a country value to the international average.
The statistics in this initial report (OECD, 2009) meet standard tests of statistical significance, ensuring that,
if in fact there is no difference between two populations, there is no more than a 5% probability that an
observed difference between the two sample estimates will erroneously suggest, as the mere result of
sampling, that the populations are different.
6.2 Comparing estimates within a country
The standard error for the difference of two estimates on the same metric from one country, say θˆ1 and θˆ2 ,
is given by:
(
)
( )
( )
(
se θˆ1 − θˆ2 = VˆFAY θˆ1 + VˆFAY θˆ2 − 2Coˆv FAY θˆ1 ,θˆ1
)
= VˆFAY (ςˆ )
where ζˆ = θˆ1 − θˆ2 is the difference between the two characteristics of interest (e.g., hours paid and hours
worked) measured within each participating school.
Comparing subpopulations within a country should be done with a regression on a dummy variable as
illustrated by the following example; suppose that the difference among male and female teachers for some
characteristic (e.g., hours of class management per week) is of interest. One can set a dummy variable
Gender = 0 if the teacher is male, Gender = 1 if the teacher is female. Then, a regression model can be
written as: Score = a0 + a1 Gender. Clearly, if Gender = 0, then Scoremale = a0; likewise, setting Gender = 1,
one obtains Scorefemale = a0 + a1. Design-based estimation of the regression parameters a0 and a1 can be
done using appropriate software, for example the IDB Analyzer and WesVar. If the test of significance on a1
cannot reject the null hypothesis H0: a1 = 0, then one must conclude that scores for male and female
teachers are not significantly different.
6.3 Comparing a country estimate and an average for multiple countries
If an individual country contributed to the computation of an average such as the “TALIS Average” reported
in the initial results of the survey (OECD, 2009), the score for that country and the average are correlated
since all countries contributed to the average. Therefore, the computation of the standard error for the
ˆ
difference of an estimate for this given country, say θˆ , and the international average θ for TALIS (or an
c
average based on another set of countries) has to take this fact into account.
6.3.1
Computing the TALIS or another average and its standard error
First, the average above referred to as
estimates for each country:
θˆ
for a simple statistic is defined as the simple average of the
N
θˆ =
∑ θˆ
k =1
k
N
where N is the number of countries contributing to the average
TALIS User Guide to the International Database
θˆ .
71
ˆ
ˆ
The standard error se(θ ) of this average θ is defined as the square root of the sum of squares of the
individual standard errors (i.e. the variances) divided by the squared number of countries:
N
s.e.(θˆ ) =
∑ s.e.(θˆ )
2
k
k =1
N2
where N is the number of countries contributing to the average
θˆ .
These two formulae were used in the publication of the initial results to compute the “TALIS Average” and
its associated standard error. The computational method is equivalent to the computation of the arithmetic
“OECD Average” and its associated standard error in PISA (compare Chapter 12 in OECD, 2009b).
TALIS, however, did not use the equivalent of an “OECD Total” given the fact that the countries participating
in TALIS did not form an entity in themselves which would allow for a meaningful statistical interpretation of
a “total”, in contrast to a group such as the OECD member countries. Moreover, TALIS did not compute
averages for just the OECD countries (again see Chapter 12 in OECD, 2009b) since the vast majority of
countries in TALIS are OECD members.
Attention Point
The formulae for computing the “TALIS Average” are given above for information only. Since the publicuse database does not include data for Iceland, a TALIS average consistent with that stated in the initial
report cannot be computed by secondary analysts unless users are in possession of the data files from
Iceland and Ireland (depending on level of analysis attempted). The files may be obtained directly from
these countries.
6.3.2
Computing the standard error for the difference
The difference between the estimate for the country and the average can be derived by simple subtraction.
ˆ
The standard error for the difference between the country estimate and this international average θ is
given by:
[(N − 1) − 1]Vˆ
2
se(θˆc − θˆ ) =
N
ˆ
ˆ
ˆ
FAY (θ c ) + ∑ VFAY (θ k )
k =1
N
2
.
6.4 Comparing estimates for two or more countries
6.4.1
Comparing estimates for two countries
The standard error for the difference of the estimates for two countries, say θˆc and θˆd , is simply given by
the square-root of the summed squared errors computed for each country using BRR:
se(θˆc − θˆd ) = VˆFAY (θˆc ) + VˆFAY (θˆd ) =
6.4.2
s.e.(θˆc ) 2 + s.e.(θˆd ) 2 .
Comparing estimates for multiple countries (multiple comparisons)
In the first round of TALIS, no multiple comparisons were made. Still, every statistical inference is associated
with what is usually called a type I error. This error represents the risk of rejecting a null hypothesis that is
true and this becomes more pronounced when many simultaneous comparisons are made, such as a
comparison of the mean value for an indicator between all countries.
Suppose there is no significant difference for a particular characteristic between two countries, the null
hypothesis. As the two estimates and, consequently, their difference are based on samples, a standard error
on the difference has to be computed. If the standardised difference, i.e. the difference divided by its
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TALIS User Guide to the International Database
standard error, is less than –1.96 or greater than 1.96 (here using the normal distribution to identify the
critical value), that difference would be reported as significant. For this comparison, the pairwise type I error
rate is set at α = 0.05 meaning that there are 5 chances out of 100 to observe a standardised difference
lower than –1.96 or higher than 1.96 and still have the null hypothesis true. In other words, there are 5
chances out of 100 to reject the null hypothesis, when there is no true difference between the countries (the
so-called “false positives”).
A statistical issue arises for multiple simultaneous comparisons. Suppose that the means of three countries
need to be compared. This will involve three tests: Country A versus Country B; Country A versus Country C;
and Country B versus Country C. The probability of not making a type I error is therefore equal to:
(1 − α )(1 − α )(1 − α ) = (1 − α ) 3 .
For three countries, as countries are independent samples, the probability of not making a type I error, i.e.
accepting all null hypotheses, is equal to 0.86 (0.95 times 0.95 times 0.95), which is considerably less than
the probability for a single test.
More generally, the familywise type 1 error rate for n simultaneous comparisons is given by:
α familywise = 1 − (1 − α pairwise ) n .
With a pairwise α = 0.05 and three countries, the familywise error rate is 0.14. As the number of tests
increases, the probability of not making a type I error decreases rapidly, and conversely, the probability of
making such an error increases. In the case of TALIS, 276 individual comparisons could be made for the 23
countries participating, which in turn will increase the probability of making a type I error to more than 0.99,
an almost certain event. If only one country is compared to the 22 other, the probability of making a type 1
error is still 0.68.
Several methods such as the Bonferroni adjustment, which conservatively divides the overall alpha level
across all simultaneous tests, can be used to correct for the increased probability of a type I error while
making many simultaneous comparisons. These methods are appropriate for testing a set of a priori
hypotheses while controlling the probability that the type I error will occur (see for example Dunn, 1961 and
Winer, Brown, and Michels, 1991). Alternatively, having set αfamilywise, one can derive what the pairwise level
should be:
α pairwise = 1 − n 1 − α familywise
.
For example, to obtain an overall level of 0.05 when comparing three countries, one would set the pairwise
level at about 0.01.
In recent rounds of educational surveys, however, beginning with TIMSS 2003 and PISA 2006, the use of a
correction for the critical value was discontinued for a number of reasons, meaning that all comparisons and
tests of significance were made independently and pairwise 7.
•
In many cases, readers and database users are primarily interested in finding out whether a given
value in a particular country is different from a second value in the same or another country, e.g.
whether females in a country perform better than males in the same country. Therefore, as only one
test is performed (or rather looked at) at a time, no adjustment to the confidence level is required.
•
Although adjustments guard against misinterpreting the outcome of multiple simultaneous
significance tests, the results can simply vary depending on the number of countries included in the
adjustment, leading to apparently conflicting results from comparisons by merely using different
numbers of included countries.
In certain circumstances though, such when the reader or database user is interested in comparing the
estimates of a set of countries or sub-groups that form a fixed entity (such as the set of explicitly stratified
regions), the use of a correction for the critical value may be meaningful and desired. In the case of TALIS,
this scrutiny and any correction of critical values will need to be made by the user using the appropriate key
literature.
7
For example, the corresponding displays for TIMSS 2007 state that, on average, 5% of the comparisons
would be significant by chance alone.
TALIS User Guide to the International Database
73
6.4.3
Limitations for the direct comparison of indices between countries
Besides factual questions, TALIS measures teachers’ and school principals’ self-reported beliefs, attitudes
and practices across a range of topics in 23 countries. These beliefs, attitudes, and practices are influenced
by individual characteristics, but also by the cultural background and the school system context.
Furthermore, cultural factors affect the interpretation of questions and the ways in which responses are
given by teachers and principals.
These influences may produce differences in levels of endorsement or frequency in survey responses, but
they may also affect the index structure used to compile responses and thus limit the comparability of the
resulting scores. TALIS uses items from indices that are well-established in national and, where possible,
cross-national research. When developing the questionnaire, care was taken to ensure that items were
compatible with the culture and school system of each TALIS country and that the indices received highquality translation and verification. Furthermore, the cross-cultural comparability – or “invariance” – of the
indices measuring beliefs, attitudes and practices in Chapters 4 and 6 (OECD, 2009) was tested by means of
confirmatory factor analysis.
Cross-cultural survey methods were differentiated among three levels of invariance: configural, metric and
scalar.
•
Configural invariance is established when the same items are associated with the same
underlying factors in all participating countries. This implies an acceptable fit of confirmatory factor
analysis models using the same factor structure for all countries.
•
Metric invariance is achieved when the strength of the associations between each of the items
and the underlying factor is also equivalent across countries.
•
Scalar invariance is the most rigorous form. It implies that cross-country differences in the means
of the observed items are a result of differences in the means of their corresponding factors. At least
partial scalar invariance is needed to make meaningful comparisons of mean scores across
countries.
Attention Point
Construct comparability and measurement invariance were not naively assumed in TALIS. In the extensive
analysis of cross-cultural validity of the indices computed from the school and teacher-level questionnaire
responses, configural invariance as well as metric invariance was established but scalar invariance was
generally not. Country means on the concerned indices may therefore not be directly comparable. Refer
to Section 2.4.4 in this guide and Chapter 11 in the Technical Report (OECD, 2010) for details.
The analysis in the initial report of TALIS results (OECD, 2009) focused more on the pattern of crosscultural differences than on specific country-by-country comparisons of the index scores. A similar careful
approach or re-evaluation of cultural invariance is recommended for any secondary analysis.
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TALIS User Guide to the International Database
7
References
Agresti, A. (2007), An Introduction to Categorical Data Analysis (2nd edition), John Wiley & Sons, Inc., New
York.
Dunn, O.J. (1961), “Multiple Comparisons Among Means”. Journal of the American Statistical Association,
Vol. 56, pp. 52-64.
Fay, R.E. (1989), “Theory and Application of Replicate Weighting for Variance Calculations”, Proceedings of
the Section on Survey Research Methods, American Statistical Association, pp. 212-217.
Foy, P. and J.F. Olson (eds.) (2009), TIMSS 2007 User Guide for the International Database, Boston College,
Chestnut Hill, MA.
Gebhardt, E. and A. Daraganov (2009), SPSS Replicates Add-In (version 6.0.2) for SPSS 17 and older,
Computer software, Australian Council for Educational Research, Melbourne,
https://mypisa.acer.edu.au/index.php?option=com_content&task=view&id=87&Itemid=468, accessed
24 June 2009. 8
IEA (2009), IDB Analyzer II (version 2), Computer software, IEA Data Processing and Research Center,
Hamburg, http://www.iea.nl/iea_studies_datasets.html, accessed 1 July 2009.
ISO (2008), ISO 3166 Maintenance agency (ISO 3166/MA) - ISO's focal point for country codes,
International Organization for Standardization, Geneva, http://www.iso.org/iso/country_codes.htm
Little, R. and D. Rubin, (2002), Statistical Analysis with Missing Data, Wiley & Sons, Hoboken, NJ.
Judkins, D.R. (1990), “Fay’s Method for Variance Estimation”, Journal of Official Statistics, Vol. 6, No. 3, pp.
223-229.
Lohr, S.L. (1999), Sampling: Design and Analysis. Duxbury Press, Pacific Grove, CA.
Martin, M.O., I.V.S. Mullis, and S.J. Chrostowski (2004), TIMSS 2003 Technical Report, Boston College,
Chestnut Hill, MA.
Maas, C.J.M and J.J. Hox (2005), Sufficient Sample Sizes for Multilevel Modelling, Methodology Vol. 1, No. 3,
pp. 86–92.
Muthén, L.K. and B.O. Muthén (1997), Mplus 5, Computer software, Muthén & Muthén, Los Angeles, CA.
OECD (2009), Creating Effective Teaching and Learning Environments: First Results from TALIS, OECD,
Paris.
OECD (2009a), PISA Data Analysis Manual: SAS 2nd Edition, OECD, Paris.
OECD (2009b), PISA Data Analysis Manual: SPSS 2nd Edition, OECD, Paris.
OECD (2009c), PISA 2006 Technical Report, OECD, Paris.
OECD (2010), TALIS Technical Report, OECD, Paris.
Olson, J.F., M.O. Martin and I.V.S. Mullis (2008), TIMSS 2007 Technical Report, Boston College, Chestnut
Hill, MA.
Rasbash, J., et al. (2009), MLwiN Version 2.1, Computer software, Centre for Multilevel Modelling, University
of Bristol.
Rao, J.N.K. and A.J. Scott (1981), “The Analysis of Categorical Data from Complex Surveys: Chi-Squared
Tests for Goodness of Fit and Independence in Two-Way Tables”, Journal of the American Statistical
Association, Vol. 76, No. 374, pp. 221–230.
Rao, J.N.K. and A.J. Scott (1984), “On Chi-Squared Tests for Multiway Contingency Tables with Cell
Properties Estimated from Survey Data”, The Annals of Statistics, Vol. 12, No. 1, pp. 46–60.
Rao, J.N.K. and A.J. Scott (1987), “On Simple Adjustments to Chi-Square Tests with Survey Data”, The
Annals of Statistics, Vol. 15, No. 1, pp. 385–397.
8
This URL is non-permanent. Go to https://mypisa.acer.edu.au
“Public Data & Analysis”
Manuals” to download the latest version of the replicates module.
TALIS User Guide to the International Database
“Software &
75
Raudenbusch, S., A. Bryk and R. Congdon (2004), HLM 6 - Hierarchical Linear and Nonlinear Modeling,
Computer software, Scientific Software International Inc., Lincolnwood, IL.
Robinson, W.S. (1950), “Ecological Correlations and the Behavior of Individuals”, American Sociological
Review, Vol. 15, No. 3., pp. 351-357.
RTI (2008), SUDAAN 10, Computer software, Research Triangle Institute, Research Triangle Park, NC.
SAS Institute Inc. (2008), SAS 9.2. Computer software. SAS Institute Inc., Cary, NC.
Snijders, T.A.B. and R.J. Bosker (1999), Multilevel Analysis. An Introduction to Basic and Advanced Multilevel
Modeling, SAGE Publications Ltd, London.
SPSS Inc. (2008), SPSS for Windows 17, Computer software, SPSS Inc., Chicago. IL.
StataCorp LP (2009), Stata 10, StataCorp LP, College Station, TX.
Westat Inc. (2007), WesVar 4.3 User’s Guide, Westat Inc., Rockville, MD.
Westat Inc. (2008), WesVar Version 5.1. Replication-Based Variance Estimation for Analysis of Complex
Survey Data, Computer software, Westat Inc., Rockville, MD.
Wikipedia (n.d.), ISO 3166-1, http://en.wikipedia.org/wiki/ISO_3166-1, accessed 21 June 2009.
Winer, B.J., D.R. Brown and K.M. Michels (1991), Statistical Principles in Experimental Design, McGraw Hill,
New York.
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TALIS User Guide to the International Database
8
Appendices
8.1 Appendix A1 – Principal questionnaire
OECD Teaching and Learning International Survey (TALIS)
Principal Questionnaire
Main Study Version (MS-11-01)
[International English, UK Spelling]
[National Project Information]
International Project Consortium:
International Association for the Evaluation of Educational Achievement (IEA), The Netherlands
IEA Data Processing and Research Center (IEA DPC), Germany
Statistics Canada, Canada
About TALIS
The first Teaching and Learning International Survey (TALIS) is an international survey that offers the
opportunity for teachers and principals to provide input into education analysis and policy development.
TALIS is being conducted by the Organisation for Economic Cooperation and Development (OECD) and
[Name of country], along with some 23 other countries, is taking part in the survey.
Cross-country analysis of this data will allow countries to identify other countries facing similar challenges
and to learn from other policy approaches. School principals and teachers will provide information about
issues such as the professional development they have received; their teaching beliefs and practices; the
review of teachers’ work and the feedback and recognition they receive about their work; and various other
school leadership, management and workplace issues.
Being an international survey, it is possible that some questions do not fit very well within your national
context. In these cases, please answer as best as you can.
Confidentiality
All information that is collected in this study will be treated confidentially. While results will be made
available by country and by type of school within a country, you are guaranteed that neither you, this school
nor any of its personnel will be identified in any report of the results of the study. [Participation in this
survey is voluntary and any individual may withdraw at any time.]
TALIS User Guide to the International Database
77
About the Questionnaire
This questionnaire asks for information about school education and policy matters.
The person who completes this questionnaire should be the principal of this school. If you do
not have the information to answer particular questions, please consult other persons in this school.
This questionnaire should take approximately 45 minutes to complete.
<When questions refer to 'this school' we mean by 'school': national school definition.>
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking
the one most appropriate answer.
When you have completed this questionnaire, please [National Return Procedures and Date].
When in doubt about any aspect of the questionnaire, or if you would like more information about it or
the study, you can reach us by phone at the following numbers: [National Center Contact Information]
Thank you very much for your cooperation!
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TALIS User Guide to the International Database
Background Information
These questions are about you, your education and your position as school principal. In responding to the
questions, please mark the appropriate box.
1.
What is your gender? BCG01
Female
Male
1
2.
2
How old are you? BCG02
Under 40
40-49
1
3.
2
60+
3
4
Do you have principal responsibilities for more than one school? BCG03
Yes
No
1
4.
50-59
2
What is the highest level of formal education you have completed? BCG04
Please mark one choice.
5.
1
<Below ISCED Level 5>
2
<ISCED Level 5B>
3
<ISCED Level 5A Bachelor degree>
4
<ISCED Level 5A Masters degree>
5
<ISCED Level 6>
How many years experience do you have working as a principal? BCG05
This is my
first year
1
6.
2
3-5 years
6-10 years
3
4
11-15 years 16-20 years
5
6
More than
20 years
7
How many years experience do you have working as a principal at this school? BCG06
This is my
first year
1
7.
1-2 years
1-2 years
2
3-5 years
6-10 years
3
4
11-15 years 16-20 years
5
6
More than
20 years
7
How many years did you spend as a subject/class teacher before you became a
principal? BCG07
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79
None
1
80
Less than 3
years
2
3-5 years
3
6-10 years
4
11-15 years 16-20 years
5
6
More than
20 years
7
TALIS User Guide to the International Database
School Background Information
8.
Is this school a public or private school? BCG08
Please mark one choice.
1
A public school
Please go to question 10.
(This is a school managed directly or indirectly by a public education authority, government
agency, or governing board appointed by government or elected by public franchise.)
2
A private school
Please go to question 9.
(This is a school managed directly or indirectly by a non-government organisation; e.g. a
church, trade union, business or other private institution.)
9.
Thinking about the funding of this school in a typical year, which of the following
applies?
Please only answer this question if you marked “private school” in question 8 before.
Please mark one choice in each row.
Yes
a)
b)
10.
No
50% or more of the school’s funding comes from the <government>
(Includes departments, local, regional, state and national) BCG09A ..............
1
2
Teaching personnel are funded by the <government>
(Includes departments, local, regional, state and national) BCG09B ..............
1
2
Which of the following best describes the community in which this school is located?
Please mark one choice. BCG10
11.
1
A <village, hamlet or rural area> (fewer than 3 000 people)
2
A <small town> (3 000 to about 15 000 people)
3
A <town> (15 000 to about 100 000 people)
4
A <city> (100 000 to about 1 000 000 people)
5
A large <city> with over 1 000 000 people
For each type of position listed below, indicate the number of staff currently working in
this school.
Please indicate the number of persons (in head counts) who work at this school.
Please write a number in each row. Write 0 (zero) if there are none.
a)
Teachers, irrespective of the grades/ages they teach
(Those whose main activity at this school is the provision of instruction to
students) BCG11A, international valid range: 0-100
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81
b)
Personnel for pedagogical support, irrespective of the grades/ages they support
(Including all teacher aides or other non-professional personnel who provide
instruction or support teachers in providing instruction, professional
curricular/instructional specialists and educational media specialists) BCG11B,
international valid range: 0-30
c)
School administrative or management personnel
(Including principals, assistant principals, other management staff, receptionists,
secretaries, administration assistants whose main activity is administration or
management) BCG11C, international valid range: 0-30
12.
What is the current school enrolment (number of students of all grades in this school)?
Please write a number. BCG12, international valid range: 0-1500
Number of students
13.
Please estimate the broad percentage of students at <ISCED 2> level in this school
who have the following characteristics.
It is acceptable to base your replies on rough estimates.
Please mark one choice in each row.
Less than
10%
a)
b)
c)
14.
10% or
more but
less than
20%
20% or
more but
less than
40%
40% or
more but
less than
60%
60% or
more
Students whose <first language> is
different from the language(s) of
instruction or a dialect of this/these
BCG13A ...............................................
1
2
3
4
5
Students who have at least one
parent/guardian who has completed
<ISCED 3> or higher BCG13B ...............
1
2
3
4
5
Students who have at least one
parent/guardian who has completed
<ISCED 5> or higher BCG13C ...............
1
2
3
4
5
How much consideration is given to the following factors when students are
considered for admission to this school?
Please mark one choice in each row.
Not
considered
82
Considered
High
priority
Prerequisite
a)
Residence in a particular area BCG14A .................
1
2
3
4
b)
Students’ academic record (including placement
tests) BCG14B ....................................................
1
2
3
4
c)
Recommendation of feeder schools BCG14C .........
1
2
3
4
d)
Parents’ endorsement of the instructional or
religious philosophy of the school BCG14D............
1
2
3
4
TALIS User Guide to the International Database
e)
f)
Students’ need or desire for a special programme
BCG14E .............................................................
1
2
3
4
Attendance of other family members at the school
(past or present) BCG14F ....................................
1
2
3
4
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83
School Management
15.
Below you can find statements about your management of this school. Please indicate
the frequency of these activities and behaviours in this school during the current
school year.
Please mark one choice in each row.
Never
a)
Quite often
Very often
I make sure that the professional development
activities of teachers are in accordance with the
teaching goals of the school. BCG15A ..................
1
2
3
4
I ensure that teachers work according to the
school’s educational goals. BCG15B......................
1
2
3
4
c)
I observe instruction in classrooms. BCG15C .........
1
2
3
4
d)
I use student performance results to develop the
school’s educational goals. BCG15D .....................
1
2
3
4
I give teachers suggestions as to how they can
improve their teaching. BCG15E ...........................
1
2
3
4
f)
I monitor students’ work. BCG15F ........................
1
2
3
4
g)
When a teacher has problems in his/her
classroom, I take the initiative to discuss matters.
BCG15G .............................................................
1
2
3
4
I inform teachers about possibilities for updating
their knowledge and skills. BCG15H .....................
1
2
3
4
I check to see whether classroom activities are in
keeping with our educational goals. BCG15I .........
1
2
3
4
I take exam results into account in decisions
regarding curriculum development. BCG15J ..........
1
2
3
4
I ensure that there is clarity concerning the
responsibility for coordinating the curriculum.
BCG15K ............................................................
1
2
3
4
When a teacher brings up a classroom problem,
we solve the problem together. BCG15L ...............
1
2
3
4
m) I pay attention to disruptive behaviour in
classrooms. BCG15M ..........................................
1
2
3
4
1
2
3
4
b)
e)
h)
i)
j)
k)
l)
n)
84
Seldom
I take over lessons from teachers who are
unexpectedly absent. BCG15N .............................
TALIS User Guide to the International Database
16.
How strongly do you agree or disagree with these statements as applied to this
school, your job, and the teachers at this school?
Please mark one choice in each row.
Strongly
Disagree
a)
Disagree
Agree
Strongly
Agree
An important part of my job is to ensure ministryapproved instructional approaches are explained
to new teachers, and that more experienced
teachers are using these approaches. BCG16A ....
1
2
3
4
Using test scores of students to evaluate a
teacher’s performance devalues the teacher’s
professional judgment. BCG16B .........................
1
2
3
4
Giving teachers too much freedom to choose
their own instructional techniques can lead to
poor teaching. BCG16C .....................................
1
2
3
4
A main part of my job is to ensure that the
teaching skills of the staff are always improving.
BCG16D ...........................................................
1
2
3
4
An important part of my job is to ensure that
teachers are held accountable for the attainment
of the school’s goals. BCG16E ............................
1
2
3
4
An important part of my job is to present new
ideas to the parents in a convincing way.
BCG16F............................................................
1
2
3
4
I influence decisions about this school taken at a
higher administrative level. BCG16G ...................
1
2
3
4
It is important for the school that I see to it that
everyone sticks to the rules. BCG16H .................
1
2
3
4
It is important for the school that I check for
mistakes and errors in administrative procedures
and reports. BCG16I .........................................
1
2
3
4
An important part of my job is to resolve
problems with the timetable and/or lesson
planning. BCG16J..............................................
1
2
3
4
An important part of my job is to create an
orderly atmosphere in the school. BCG16K ..........
1
2
3
4
I have no way of knowing whether teachers are
performing well or badly in their teaching duties.
BCG16L............................................................
1
2
3
4
m) In this school, we work on goals and/or a school
development plan. BCG16M ...............................
1
2
3
4
I define goals to be accomplished by the staff of
this school. BCG16N ..........................................
1
2
3
4
I stimulate a task-oriented atmosphere in this
school. BCG16O ................................................
1
2
3
4
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
n)
o)
TALIS User Guide to the International Database
85
17.
As principal of this school, on average throughout the school year, what percentage of
time do you estimate that you spend on the following tasks in this school?
Rough estimates are sufficient.
Please write a number in each row. Write 0 (zero) if none.
Please ensure that responses add up to 100%.
a)
%
Internal administrative tasks (including human resource/personnel issues,
regulations, reports, school budget, timetable) BCG17A, international
valid range: 0-100
b)
%
Curriculum and teaching-related tasks (including teaching, lesson
preparation, classroom observations, mentoring teachers) BCG17B,
international valid range: 0-100
c)
%
Responding to requests from district, state, or national education officials
BCG17C, international valid range: 0-50
d)
%
Representing the school at meetings or in the community and networking
BCG17D, international valid range: 0-50
e)
%
Other BCG17E, international valid range: 0-50
%
Total
100
18.
How often during the last 5 years did this school produce a school self-evaluation
document and/or was the school evaluated by an external agency or body (e.g.
external inspector)?
This refers to an evaluation of the whole school rather than of individual subjects or departments.
Please mark one choice in each row.
Never
a)
b)
Once
A school self-evaluation report was
produced. BCG18A ...............................
1
2
3
4
5
An external evaluation was conducted.
BCG18B ...............................................
1
2
3
4
5
If you replied ‘Never’ to both parts a) and b) above
19.
2-4 times
More than
once per
year
Once per
year
Please go to question 23.
In your opinion, how important were the following aspects considered to be in these
school evaluations?
Please consider both school self-evaluation and external evaluation. We realise these evaluations
may have attached different importance to various aspects, but please consider both types of
evaluations in your response to each row.
Please mark one choice in each row.
I do not
know if it
was
considered
a)
86
Student test scores BCG19A ..............
1
Not
considered
at all
2
Considered
with low
importance
3
Considered
with
moderate
importance
4
Considered
with high
importance
5
TALIS User Guide to the International Database
b)
Retention and pass rates of students
BCG19B ...........................................
1
2
3
4
5
Other student learning outcomes
BCG19C ...........................................
1
2
3
4
5
Student feedback on the teaching
they receive BCG19D ........................
1
2
3
4
5
e)
Feedback from parents BCG19E .........
1
2
3
4
5
f)
How well teachers work with you, the
principal, and their colleagues
BCG19F ...........................................
1
2
3
4
5
Direct appraisal of classroom teaching
BCG19G ...........................................
1
2
3
4
5
Innovative teaching practices
BCG19H...........................................
1
2
3
4
5
Relations between teachers and
students BCG19I ..............................
1
2
3
4
5
Professional development undertaken
by teachers BCG19J ..........................
1
2
3
4
5
Teachers’ classroom management
BCG19K ...........................................
1
2
3
4
5
Teachers’ knowledge and
understanding of their main subject
field(s) BCG19L ...............................
1
2
3
4
5
m) Teachers’ knowledge and
understanding of instructional
practices (knowledge mediation) in
their main subject field(s) BCG19M ....
1
2
3
4
5
Teaching of students with special
learning needs BCG19N ....................
1
2
3
4
5
Student discipline and behaviour
BCG19O...........................................
1
2
3
4
5
Teaching in a multicultural setting
BCG19P ...........................................
1
2
3
4
5
Extra-curricular activities with
students (e.g. school plays and
performances, sporting activities)
BCG19Q...........................................
1
2
3
4
5
c)
d)
g)
h)
i)
j)
k)
l)
n)
o)
p)
q)
20.
To what extent did these school evaluations have an influence upon the following?
Please mark one choice in each row.
No influence Low level of
at all
influence
Moderate
influence
High level of
influence
a)
The school budget BCG20A .................................
1
2
3
4
b)
The performance feedback to this school BCG20B .
1
2
3
4
TALIS User Guide to the International Database
87
c)
d)
e)
f)
21.
The performance appraisal of the school
management BCG20C .........................................
1
2
3
4
The performance appraisals of individual teachers
BCG20D.............................................................
1
2
3
4
The assistance provided to teachers to improve
their teaching skills BCG20E ................................
1
2
3
4
The remuneration and bonuses received by
teachers BCG20F ................................................
1
2
3
4
Are these school evaluations published? BCG21
Yes
No
1
22.
Are these school evaluations used by <government> in the publication of tables that
compare the performance of individual schools? BCG22
Yes
1
88
2
No
2
TALIS User Guide to the International Database
Teacher Appraisal
We would like to ask you about the appraisal (defined below) of teachers in this school.
In this survey, appraisal is defined as when a teacher’s work is reviewed by the principal, an external
inspector or by his or her colleagues. This appraisal can be conducted in a range of ways from a more
formal, objective approach (e.g. as part of a formal performance management system, involving set
procedures and criteria) to the more informal, more subjective approach (e.g. through informal discussions
with the teacher).
23.
How often is the work of teachers in this school appraised by either you, other
colleagues in the school, or an external individual or body (e.g. inspector)?
Never
Less than
once every
2 years
Once per
year
Twice or
more per
year
a)
You (the principal) BCG23A ...................
1
2
3
4
5
b)
Other teachers or members of the
school management team BCG23B.........
1
2
3
4
5
External individual or body (e.g. external
inspector) BCG23C ...............................
1
2
3
4
5
c)
If you answered ‘Never’ to all of the above (a, b, and c)
24.
Once every
2 years
Please go to question 29.
In your opinion, how important were the following aspects considered to be in these
appraisals?
Please mark one choice in each row.
I do not
know if it
was
considered
Not
considered
at all
Considered
with low
importance
Considered
with
moderate
importance
Considered
with high
importance
a)
Student test scores BCG24A ..............
1
2
3
4
5
b)
Retention and pass rates of students
BCG24B ...........................................
1
2
3
4
5
Other student learning outcomes
BCG24C ...........................................
1
2
3
4
5
Student feedback on the teaching
they receive BCG24D ........................
1
2
3
4
5
e)
Feedback from parents BCG24E .........
1
2
3
4
5
f)
How well the teacher works with you,
the principal, and their colleagues
BCG24F ...........................................
1
2
3
4
5
Direct appraisal of classroom teaching
BCG24G ...........................................
1
2
3
4
5
c)
d)
g)
TALIS User Guide to the International Database
89
h)
Innovative teaching practices
BCG24H ...........................................
1
2
3
4
5
Relations between the teacher and
students BCG24I ..............................
1
2
3
4
5
Professional development undertaken
by the teacher BCG24J ......................
1
2
3
4
5
Teacher’s classroom management
BCG24K ...........................................
1
2
3
4
5
Teacher’s knowledge and
understanding of their main subject
field(s) BCG24L ................................
1
2
3
4
5
m) Teacher’s knowledge and
understanding of instructional
practices (knowledge mediation) in
their main subject field(s) BCG24M ....
1
2
3
4
5
Teaching of students with special
learning needs BCG24N ....................
1
2
3
4
5
Student discipline and behaviour in
the teacher’s classes BCG24O ............
1
2
3
4
5
Teaching in a multicultural setting
BCG24P ...........................................
1
2
3
4
5
Extra-curricular activities with
students (e.g. school plays and
performances, sporting activities)
BCG24Q
1
2
3
4
5
i)
j)
k)
l)
n)
o)
p)
q)
25.
When teachers’ work is appraised in this school, can these appraisals directly lead to
any of the following for the teacher?
Please mark one choice in each row.
Can result from an Can not result from
an appraisal of
appraisal of
teachers’ work
teachers’ work
a)
A change in salary BCG25A ................................................
1
2
b)
A financial bonus or another kind of monetary reward
BCG25B ............................................................................
1
2
c)
A change in the likelihood of career advancement BCG25C....
1
2
d)
Opportunities for professional development activities
BCG25D............................................................................
1
2
Changes in teachers’ work responsibilities that make their
job more attractive BCG25E................................................
1
2
A development or training plan to improve their teaching
BCG25F ...........................................................................
1
2
e)
f)
90
TALIS User Guide to the International Database
26.
We would like to ask your opinion on the objectives of the appraisal of teachers’ work
at this school. Can you please rate the importance of each of the following objectives
in the appraisal of teachers’ work?
Please mark one choice in each row.
No
importance
a)
b)
c)
d)
e)
f)
g)
h)
27.
Low
importance
Moderate
importance
High
importance
To determine the career advancement of
individual teachers BCG26A .................................
1
2
3
4
To inform an administrative level above the school
(school board, municipality, school district, school
inspectorate) BCG26B .........................................
1
2
3
4
To evaluate the performance of the whole school
BCG26C .............................................................
1
2
3
4
To evaluate the teaching in a particular subject
BCG26D ............................................................
1
2
3
4
To address a crisis or problem in the school
BCG26E .............................................................
1
2
3
4
To identify the professional development needs of
teachers BCG26F ................................................
1
2
3
4
To take decisions about remuneration and
bonuses of teachers BCG26G ...............................
1
2
3
4
To take decisions about school improvement
BCG26H.............................................................
1
2
3
4
How often are appraisals of teachers’ work conducted that include a written report that
is kept as a record? Please also indicate who provides this report.
Please mark one choice in each row.
Never
Once every
2 years
Once per
year
Twice or
more per
year
a)
You (the principal) BCG27A ...................
1
2
3
4
5
b)
Other teachers or members of the
school management team BCG27B.........
1
2
3
4
5
External individual or body (e.g. external
inspector) BCG27C ...............................
1
2
3
4
5
c)
28.
Less than
once every
2 years
Please indicate the frequency with which each of the following occurs if an appraisal of
teachers’ work identifies weaknesses or you consider a teacher to be underperforming
in their teaching duties.
Please mark one choice in each row.
Never
a)
I ensure that the outcome is reported to the
teacher. BCG28A ................................................
TALIS User Guide to the International Database
1
Sometimes
2
Most of the
time
3
Always
4
91
b)
c)
d)
e)
f)
g)
I ensure measures to remedy the weaknesses in
teaching are discussed with the teacher. BCG28B..
1
2
3
4
I, or others in the school, establish a development
or training plan for the teacher to address the
weaknesses in their teaching. BCG28C .................
1
2
3
4
I, or others in the school, impose material
sanctions on the teacher (e.g. reduced annual
increases in pay). BCG28D ..................................
1
2
3
4
I, or others in the school, report the
underperformance to another body to take action
(e.g. governing board, local authority, school
inspector). BCG28E .............................................
1
2
3
4
I ensure the teacher has more frequent appraisals
of their work. BCG28F .........................................
1
2
3
4
Other (please specify below) BCG28G .................
1
2
3
4
Please specify BCG28GT ………………………………….
92
TALIS User Guide to the International Database
School Resources
29.
Is this school’s capacity to provide instruction hindered by any of the following?
Please mark one choice in each row.
Not at all
Very little
To some
extent
A lot
a)
A lack of qualified teachers BCG29A .....................
1
2
3
4
b)
A lack of laboratory technicians BCG29B ...............
1
2
3
4
c)
A lack of instructional support personnel BCG29C ..
1
2
3
4
d)
A lack of other support personnel BCG29D............
1
2
3
4
e)
Shortage or inadequacy of instructional materials
(e.g. textbooks) BCG29E .....................................
1
2
3
4
Shortage or inadequacy of computers for
instruction BCG29F .............................................
1
2
3
4
Shortage or inadequacy of other equipment
BCG29G .............................................................
1
2
3
4
Shortage or inadequacy of library materials
BCG29H.............................................................
1
2
3
4
Other (please specify below) BCG29I ...................
1
2
3
4
f)
g)
h)
i)
Please specify BCG29IT …………………………………..
30.
In this school, to what extent is the learning of students hindered by the following
behaviours?
Please mark one choice in each row.
By students in this school:
Not at all
Very little
To some
extent
A lot
a)
Arriving late at school BCG30A.............................
1
2
3
4
b)
Absenteeism (i.e. unjustified absences) BCG30B ...
1
2
3
4
c)
Classroom disturbance BCG30C ...........................
1
2
3
4
d)
Cheating BCG30D ...............................................
1
2
3
4
e)
Profanity/Swearing BCG30E .................................
1
2
3
4
f)
Vandalism BCG30F .............................................
1
2
3
4
g)
Theft BCG30G ....................................................
1
2
3
4
h)
Intimidation or verbal abuse of other students (or
other forms of bullying) BCG30H .........................
1
2
3
4
i)
Physical injury to other students BCG30I ..............
1
2
3
4
j)
Intimidation or verbal abuse of teachers or staff
BCG30J .............................................................
1
2
3
4
TALIS User Guide to the International Database
93
k)
Use/possession of drugs and/or alcohol BCG30K ..
By teachers in this school:
l)
31.
1
2
Not at all
Very little
3
To some
extent
4
A lot
Arriving late at school BCG30L .............................
1
2
3
4
m) Absenteeism BCG30M .........................................
1
2
3
4
n)
1
2
3
4
Lack of pedagogical preparation BCG30N .............
Regarding this school, who has a considerable responsibility for the following tasks?
A ‘considerable responsibility’ is one where an active role is played in decision making.
Please mark as many choices as appropriate in each row.
Principal
a)
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Approving students for admission to the BCG31I BCG31I BCG31I BCG31I BCG31I
1
2
3
4
5
school ..................................................
1
94
1
Establishing student assessment policies . BCG31H BCG31H BCG31H BCG31H BCG31H
1
2
3
4
5
1
i)
1
Establishing student disciplinary policies .. BCG31G BCG31G BCG31G BCG31G BCG31G
1
2
3
4
5
1
h)
1
BCG31F BCG31F BCG31F BCG31F BCG31F
Deciding on budget allocations within
1
2
3
4
5
the school ............................................
1
g)
1
Formulating the school budget ............... BCG31E BCG31E BCG31E BCG31E BCG31E
1
2
3
4
5
1
f)
1
Determining teachers’ salary increases .... BCG31D BCG31D BCG31D BCG31D BCG31D
1
2
3
4
5
1
e)
1
Establishing teachers’ starting salaries .... BCG31C BCG31C BCG31C BCG31C BCG31C
1
2
3
4
5
1
d)
<National
education
authority>
Firing teachers ...................................... BCG31B BCG31B BCG31B BCG31B BCG31B
1
2
3
4
5
1
c)
<Regional
or local
education
authority>
Selecting teachers for hire ..................... BCG31A BCG31A BCG31A BCG31A BCG31A
1
2
3
4
5
1
b)
Teachers
School
<governing
board>
1
1
1
1
TALIS User Guide to the International Database
j)
Choosing which textbooks are used ........ BCG31J BCG31J BCG31J BCG31J BCG31J
1
2
3
4
5
1
k)
1
1
1
1
1
1
Deciding which courses are offered ........ BCG31L BCG31L BCG31L BCG31L BCG31L
1
2
3
4
5
1
BCG31
m) Allocating funds for teachers’
professional development ...................... M1
1
BCG31
M2
1
32.
1
Determining course content ................... BCG31K BCG31K BCG31K BCG31K BCG31K
1
2
3
4
5
1
l)
1
1
1
BCG31
M3
1
1
BCG31
M4
1
BCG31
M5
1
1
How strongly do you agree or disagree with each of the following statements about
teaching and learning in general?
Please mark one choice in each row.
Strongly
Disagree
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Disagree
Agree
Strongly
Agree
Effective/good teachers demonstrate the correct
way to solve a problem. BCG32A .........................
1
2
3
4
When referring to a “poor performance”, I mean a
performance that lies below the previous
achievement level of the student. BCG32B ............
1
2
3
4
It is better when the teacher – not the student –
decides what activities are to be done. BCG32C.....
1
2
3
4
The role of teachers is to facilitate students’ own
inquiry. BCG32D .................................................
1
2
3
4
Teachers know a lot more than students; they
shouldn’t let students develop answers that may
be incorrect when they can just explain the
answers directly. BCG32E ....................................
1
2
3
4
Students learn best by finding solutions to
problems on their own. BCG32F ...........................
1
2
3
4
Instruction should be built around problems with
clear, correct answers, and around ideas that most
students can grasp quickly. BCG32G.....................
1
2
3
4
How much students learn depends on how much
background knowledge they have – that is why
teaching facts is so necessary. BCG32H ................
1
2
3
4
Students should be allowed to think of solutions to
practical problems themselves before the teacher
shows them how they are solved. BCG32I ............
1
2
3
4
When referring to a “good performance”, I mean a
performance that lies above the previous
achievement level of the student. BCG32J ............
1
2
3
4
TALIS User Guide to the International Database
95
k)
l)
33.
A quiet classroom is generally needed for effective
learning. BCG32K ...............................................
1
2
3
4
Thinking and reasoning processes are more
important than specific curriculum content.
BCG32L .............................................................
1
2
3
4
When a teacher begins teaching at this school, does he/she undertake a formal
<induction> process? BCG33
Please mark one choice.
1
Yes, for all teachers who are new to this school
2
Yes, but only for teachers for whom this is their first teaching job
No, there is no <induction> process for teachers who are new to this school
Go to question 35.
3
34.
If ‘Yes’ in the previous question, who organises the <induction> process? BCG34
Please mark one choice.
35.
1
The school alone
2
The school together with agencies or institutions outside of the school
3
Outside agencies or institutions alone
When a teacher begins teaching at this school, is there a programme or policy by
which he/she works with an experienced teacher or teachers who act as their mentor?
Please mark one choice. BCG35
36.
1
Yes, for all teachers who are new to this school
2
Yes, but only for teachers for whom this is their first teaching job
3
No, there is no mentoring programme or policy in this school
If ‘Yes’ in the previous question, is the mentor teacher’s main subject area(s) usually
the same as that of the new teacher? BCG36
Yes
1
96
Go to question 37.
No
2
TALIS User Guide to the International Database
37.
How would you rate the importance of mentoring new teachers in helping them to
improve their instructional effectiveness? BCG37
Please mark one choice.
Not important
at all
1
Of low
importance
2
Of moderate
importance
3
Of high
importance
4
This is the end of the questionnaire.
Thank you very much for your cooperation!
TALIS User Guide to the International Database
97
8.2 Appendix A2 – Teacher questionnaire
OECD Teaching and Learning International Survey (TALIS)
Teacher Questionnaire
Main Study Version (MS-12-01)
[International English, UK Spelling]
[National Project Information]
International Project Consortium:
International Association for the Evaluation of Educational Achievement (IEA), The Netherlands
IEA Data Processing and Research Center (IEA DPC), Germany
Statistics Canada, Canada
About TALIS
The first Teaching and Learning International Survey (TALIS) is an international survey that offers the
opportunity for teachers and principals to provide input into education analysis and policy development.
TALIS is being conducted by the Organisation for Economic Cooperation and Development (OECD) and
[Name of country], along with some 23 other countries, is taking part in the survey.
Cross-country analysis of this data will allow countries to identify other countries facing similar challenges
and to learn from other policy approaches. School principals and teachers will provide information about
issues such as the professional development they have received; their teaching beliefs and practices; the
review of teachers’ work and the feedback and recognition they receive about their work; and various other
school leadership, management and workplace issues.
Being an international survey, it is possible that some questions do not fit very well within your national
context. In these cases, please answer as best as you can.
Confidentiality
All information that is collected in this study will be treated confidentially. While results will be made
available by country and by type of school within a country, you are guaranteed that neither you, this school
nor any of its personnel will be identified in any report of the results of the study. [Participation in this
survey is voluntary and any individual may withdraw at any time.]
98
TALIS User Guide to the International Database
About the Questionnaire
This questionnaire asks for information about school education and policy matters.
This questionnaire should take approximately 45 minutes to complete.
<When questions refer to 'this school' we mean by 'school': national school definition.>
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking
the one most appropriate answer.
When you have completed this questionnaire, please [National Return Procedures and Date].
When in doubt about any aspect of the questionnaire, or if you would like more information about it or
the study, you can reach us by phone at the following numbers: [National Center Contact Information]
Thank you very much for your cooperation!
TALIS User Guide to the International Database
99
Background Information
These questions are about you, your education and the time you have spent in teaching. In responding to
the questions, please mark the appropriate box.
1.
What is your gender? BTG01
Female
Male
1
2.
2
How old are you? BTG02
Under 25
25-29
1
3.
30–39
2
40-49
3
50-59
4
60+
5
6
What is your employment status as a teacher? BTG03
Part-time employment is where the contracted hours of work represent less than 90 per cent of
the normal or statutory number of hours of work for a full-time employee over a complete school
year. Please consider your employment status for all of your teaching jobs combined.
4.
5.
1
Full-time
2
Part-time (50-90% of full-time hours)
3
Part-time (less than 50% of full-time hours)
Do you work as a teacher of <ISCED level 2> at another school as well as this school?
1
Yes BTG04
2
No
Please go to question 6.
If ‘Yes’ in the previous question, please indicate in how many other schools you work
as a <ISCED level 2> teacher. BTG05, international valid range: 1-2
Please write in a number.
Schools
6.
What is your employment status as a teacher at this school? BTG06
Please do not consider the probationary period of a contract as a separate contract.
1
100
Permanent employment (an on-going contract with no fixed end-point before the age of
retirement)
2
Fixed term contract for a period of more than 1 school-year
3
Fixed-term contract for a period of 1 school-year or less
TALIS User Guide to the International Database
7.
What is the highest level of formal education that you have completed? BTG07
Please mark one choice.
8.
1
<Below ISCED Level 5>
2
<ISCED Level 5B>
3
<ISCED Level 5A Bachelor degree>
4
<ISCED Level 5A Masters degree>
5
<ISCED Level 6>
In a typical school week, estimate the number of (60-minute) hours you spend on the
following for this school.
This question concerns your work for this school only. Please do not include the work you do for
other schools.
Please write a number in each row and round to the nearest hour in your responses.
Write 0 (zero) if none.
a)
Teaching of students in school (either whole class, in groups or individually)
BTG08A, international valid range: 5-30
b)
Planning or preparation of lessons either in school or out of school (including
marking of student work) BTG08B, international valid range: 0-20
c)
Administrative duties either in school or out of school (including school
administrative duties, paperwork and other clerical duties you undertake in your job
as a teacher) BTG08C, international valid range: 0-10
d)
Other (please specify):
BTG08D, international
valid range: 0-10
Please specify BTG08DT
9.
How long have you been working as a teacher? BTG09
Where possible exclude extended periods of absence (e.g. career breaks).
This is my
first year
1
10.
1-2 years
2
3-5 years
6-10 years
3
4
11-15 years 16-20 years
5
6
More than
20 years
7
How long have you been working as a teacher at this school? BTG10
Where possible exclude extended periods of absence (e.g. career breaks).
This is my
first year
1
1-2 years
2
3-5 years
6-10 years
3
TALIS User Guide to the International Database
4
11-15 years 16-20 years
5
6
More than
20 years
7
101
Professional Development
In this survey, professional development is defined as activities that develop an individual’s skills,
knowledge, expertise and other characteristics as a teacher.
Please only consider professional development you have taken after your initial teacher training/education.
11.
During the last 18 months, did you participate in any of the following kinds of
professional development activities, and what was the impact of these activities on
your development as a teacher?
For each question below, please mark one choice in part (A). If you answer ‘Yes’ in part (A) then
please mark one choice in part (B) to indicate how much impact it had upon your development as
a teacher.
(A)
Participation
Yes
a)
Courses/workshops (e.g. on subject BTG1
1A1
matter or methods and/or other
education-related topics) .................
1
b)
c)
Education conferences or seminars
BTG1
(where teachers and/or researchers
1B1
present their research results and
1
discuss educational problems) ..........
f)
Participation in a network of
BTG1
teachers formed specifically for the
1E1
professional development of
1
teachers .........................................
BTG1
Individual or collaborative research
1F1
on a topic of interest to you
professionally .................................
1
g)
BTG1
Mentoring and/or peer observation
1G1
and coaching, as part of a formal
school arrangement ........................
1
102
No impact
A small
impact
A moderate
impact
A large
impact
BTG11
A2
2
1
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
BTG11
B2
2
1
BTG11
C2
2
Observation visits to other schools ... BTG1
1D1
1
e)
No
BTG1
Qualification programme (e.g. a
degree programme) ........................ 1C1
1
d)
(B)
Impact
1
BTG11
D2
2
1
BTG11E
2
2
1
BTG11F
2
2
1
BTG11
G2
2
1
TALIS User Guide to the International Database
12.
In all, how many days of professional development did you attend during the last 18
months? BTG12, international valid range: 1-60
Please round to whole days. Write 0 (zero) if none.
Days
If you answered ‘0’ (zero)
13.
Please go to question 17.
Of these, how many days were compulsory for you to attend as part of your job as a
teacher? BTG13, international valid range: 0-25
Please round to whole days. Write 0 (zero) if none.
Days
14.
For the professional development in which you participated in the last 18 months, how
much did you personally have to pay for? BTG14
Please mark one choice.
15.
None
Some
1
2
All
3
For the professional development in which you participated in the last 18 months, did
you receive scheduled time for undertaking the professional development that took
place during regular work hours? BTG15
Please mark one choice.
16.
1
Yes
2
No
3
Did not take place during regular work hours
For the professional development in which you participated in the last 18 months, did
you receive a salary supplement for undertaking the professional development
activities that took place outside regular work hours? BTG16
Please mark one choice.
1
Yes
2
No
3
Did not take place outside of regular work hours
TALIS User Guide to the International Database
103
17.
Thinking about less formal professional development, during the last 18 months, did
you participate in any of the following activities, and what was the impact of these
activities on your development as a teacher?
For each question below, please mark one choice in part (A). If you answer ‘Yes’ in part (A) then
please mark one choice in part (B) to indicate how much impact it had upon your development as
a teacher.
(A)
Participation
Yes
a)
Reading professional literature (e.g. BTG1
7A1
journals, evidence-based papers,
thesis papers) ..................................
1
b)
BTG1
Engaging in informal dialogue with
7B1
your colleagues on how to improve
your teaching ................................
1
18.
(B)
Impact
No
No impact
A small
impact
A moderate
impact
A large
impact
BTG17
A2
2
1
2
3
4
2
3
4
BTG17
B2
2
1
Thinking of your own professional development needs, please indicate the extent to
which you have such needs in each of the areas listed.
Please mark one choice in each row.
No need at Low level of
all
need
a)
High level
of need
Content and performance standards in my main
subject field(s) BTG18A ......................................
1
2
3
4
b)
Student assessment practices BTG18B .................
1
2
3
4
c)
Classroom management BTG18C .........................
1
2
3
4
d)
Knowledge and understanding of my main subject
field(s) BTG18D .................................................
1
2
3
4
Knowledge and understanding of instructional
practices (knowledge mediation) in my main
subject field(s) BTG18E.......................................
1
2
3
4
f)
ICT skills for teaching BTG18F .............................
1
2
3
4
g)
Teaching students with special learning needs
BTG18G.............................................................
1
2
3
4
Student discipline and behaviour problems
BTG18H ............................................................
1
2
3
4
i)
School management and administration BTG18I ...
1
2
3
4
j)
Teaching in a multicultural setting BTG18J ...........
1
2
3
4
k)
Student counselling BTG18K................................
1
2
3
4
e)
h)
104
Moderate
level of
need
TALIS User Guide to the International Database
19.
20.
In the last 18 months, did you want to participate in more professional development
than you did? BTG19
1
Yes
2
No
Please go to question 21.
If ‘Yes’ in the previous question, which of the following reasons best explain what
prevented you from participating in more professional development than you did?
Please mark as many choices as appropriate.
1
I did not have the pre-requisites (e.g. qualifications, experience, seniority). BTG20A
1
Professional development was too expensive/I could not afford it. BTG20B
1
There was a lack of employer support BTG20C
1
Professional development conflicted with my work schedule. BTG20D
1
I didn’t have time because of family responsibilities. BTG20E
1
There was no suitable professional development offered. BTG20F
1
Other (please specify): BTG20G
Please specify BTG20GT
TALIS User Guide to the International Database
105
Teacher Appraisal and Feedback
We would like to ask you about the appraisal (defined below) of your work as a teacher and the feedback
(defined below) you receive about your work in this school.
In this survey, Appraisal is defined as when a teacher’s work is reviewed by the principal, an external
inspector or by his or her colleagues. This appraisal can be conducted in a range of ways from a more
formal, objective approach (e.g. as part of a formal performance management system, involving set
procedures and criteria) to the more informal, more subjective approach (e.g. through informal discussions
with the teacher).
In this survey, Feedback is defined as the reporting of the results of a review of your work (however formal
or informal that review has been) back to the teacher, often with the purpose of noting good performance or
identifying areas for development. Again, the feedback may be provided formally (e.g. through a written
report) or informally (e.g. through discussions with the teacher).
21.
From the following people, how often have you received appraisal and/or feedback
about your work as a teacher in this school?
Please mark one choice in each row.
Never
Less
than
once
every
two
years
Once
every
two
years
Once per
Twice
year
per year
More
than once
per
month
Monthly
a)
Principal BTG21A ..........
1
2
3
4
5
6
7
8
b)
Other teachers or
members of the school
management team
BTG21B .......................
1
2
3
4
5
6
7
8
External individual or
body (e.g. external
inspector) BTG21C ........
1
2
3
4
5
6
7
8
c)
If you answered ‘Never’ for all of the above (a, b, and c)
22.
3 or
more
times
per year
Please go to question 28.
In your opinion, how important were the following aspects considered to be when you
received this appraisal and/or feedback?
Please mark one choice in each row.
I do not
know if it
was
considered
Considered
with low
importance
Considered
with
moderate
importance
Considered
with high
importance
a)
Student test scores BTG22A ..............
1
2
3
4
5
b)
Retention and pass rates of students
BTG22B ...........................................
1
2
3
4
5
Other student learning outcomes
BTG22C ...........................................
1
2
3
4
5
c)
106
Not
considered
at all
TALIS User Guide to the International Database
d)
Student feedback on my teaching
BTG22D ...........................................
1
2
3
4
5
e)
Feedback from parents BTG22E .........
1
2
3
4
5
f)
How well I work with the principal and
my colleagues BTG22F ......................
1
2
3
4
5
Direct appraisal of my classroom
teaching BTG22G ..............................
1
2
3
4
5
Innovative teaching practices
BTG22H ...........................................
1
2
3
4
5
i)
Relations with students BTG22I .........
1
2
3
4
5
j)
Professional development I have
undertaken BTG22J ..........................
1
2
3
4
5
k)
Classroom management BTG22K .......
1
2
3
4
5
l)
Knowledge and understanding of my
main subject field(s) BTG22L .............
1
2
3
4
5
m) Knowledge and understanding of
instructional practices (knowledge
mediation) in my main subject field(s)
BTG22M ..........................................
1
2
3
4
5
Teaching students with special
learning needs BTG22N .....................
1
2
3
4
5
Student discipline and behaviour
BTG22O ...........................................
1
2
3
4
5
Teaching in a multicultural setting
BTG22P ...........................................
1
2
3
4
5
Extra-curricular activities with
students (e.g. school plays and
performances, sporting activities)
BTG22Q ...........................................
1
2
3
4
5
Other (please specify below) BTG22R .
1
2
3
4
5
g)
h)
n)
o)
p)
q)
r)
Please specify BTG22RT………………...
23.
Concerning the appraisal and/or feedback you have received at this school, to what
extent have they directly led to any of the following?
Please mark one choice in each row.
No change
A small
change
A moderate
change
A large
change
a)
A change in salary BTG23A..................................
1
2
3
4
b)
A financial bonus or another kind of monetary
reward BTG23B ..................................................
1
2
3
4
Opportunities for professional development
activities BTG23C................................................
1
2
3
4
c)
TALIS User Guide to the International Database
107
d)
e)
f)
g)
24.
A change in the likelihood of career advancement
BTG23D .............................................................
1
2
3
4
Public recognition from the principal and/or your
colleagues BTG23E .............................................
1
2
3
4
Changes in your work responsibilities that make
the job more attractive BTG23F ...........................
1
2
3
4
Role in school development initiatives (e.g.
curriculum development group, development of
school objectives) BTG23G ..................................
1
2
3
4
Concerning the appraisal and/or feedback you have received at this school, to what
extent have they directly led to or involved changes in any of the following?
Please mark one choice in each row.
No change
A moderate
change
A large
change
a)
Your classroom management practices BTG24A ....
1
2
3
4
b)
Your knowledge and understanding of your main
subject field(s) BTG24B ......................................
1
2
3
4
Your knowledge and understanding of
instructional practices (knowledge mediation) in
you main subject field(s) BTG24C ........................
1
2
3
4
A development or training plan to improve your
teaching BTG24D ...............................................
1
2
3
4
Your teaching of students with special learning
needs BTG24E ...................................................
1
2
3
4
Your handling of student discipline and behaviour
problems BTG24F ...............................................
1
2
3
4
Your teaching of students in a multicultural setting
BTG24G.............................................................
1
2
3
4
The emphasis you place upon improving student
test scores in your teaching BTG24H ....................
1
2
3
4
c)
d)
e)
f)
g)
h)
25.
A small
change
How would you describe the appraisal and/or feedback you received?
Please mark one choice in each row.
Yes
a)
b)
108
No
The appraisal and/or feedback contained a judgment about the quality of my
work. BTG25A ..............................................................................................
1
2
The appraisal and/or feedback contained suggestions for improving certain
aspects of my work. BTG25B .........................................................................
1
2
TALIS User Guide to the International Database
26.
Regarding the appraisal and/or feedback you received at this school, to what extent do
you agree or disagree with the following statements?
Please mark one choice in each row.
Strongly
Disagree
a)
b)
27.
Disagree
Agree
Strongly
Agree
I think the appraisal of my work and/or feedback
received was a fair assessment of my work as a
teacher in this school. BTG26A ............................
1
2
3
4
I think the appraisal of my work and/or feedback
received was helpful in the development of my
work as a teacher in this school. BTG26B .............
1
2
3
4
Concerning the appraisal and/or feedback you have received at this school, to what
extent have they directly led to any of the following?
Please mark one choice in each row.
A large
decrease
a)
b)
28.
A small
decrease
No change
A small
increase
A large
increase
Changes in your job satisfaction
BTG27A ...............................................
1
2
3
4
5
Changes in your job security BTG27B .....
1
2
3
4
5
We would like to ask you about appraisal and/or feedback to teachers in this school
more generally. To what extent do you agree or disagree with the following
statements?
Please mark one choice in each row.
Strongly
Disagree
a)
b)
c)
d)
e)
f)
Disagree
Agree
Strongly
Agree
In my opinion, in this school the principal takes
steps to alter the monetary rewards of a
persistently underperforming teacher. BTG28A ......
1
2
3
4
In my opinion, in this school the sustained poor
performance of a teacher would be tolerated by
the rest of the staff. BTG28B ...............................
1
2
3
4
In this school, teachers will be dismissed because
of sustained poor performance. BTG28C ...............
1
2
3
4
In my opinion, in this school the principal uses
effective methods to determine whether teachers
are performing well or badly. BTG28D ..................
1
2
3
4
In my opinion, in this school a development or
training plan is established for teachers to improve
their work as a teacher. BTG28E ..........................
1
2
3
4
In my opinion, the most effective teachers in this
school receive the greatest monetary or nonmonetary rewards. BTG28F .................................
1
2
3
4
TALIS User Guide to the International Database
109
g)
h)
i)
j)
110
If I improve the quality of my teaching at this
school, I will receive increased monetary or nonmonetary rewards. BTG28G .................................
1
2
3
4
If I am more innovative in my teaching at this
school, I will receive increased monetary or nonmonetary rewards. BTG28H .................................
1
2
3
4
In my opinion, in this school the review of
teachers’ work is largely done to fulfil
administrative requirements. BTG28I ...................
1
2
3
4
In my opinion, in this school the review of
teachers’ work has little impact upon the way
teachers teach in the classroom. BTG28J ..............
1
2
3
4
TALIS User Guide to the International Database
Teaching Practices, Beliefs and Attitudes
29.
We would like to ask about your personal beliefs on teaching and learning. Please
indicate how much you disagree or agree with each of the following statements.
Please mark one choice in each row.
Strongly
Disagree
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Disagree
Agree
Strongly
Agree
Effective/good teachers demonstrate the correct
way to solve a problem. BTG29A .........................
1
2
3
4
When referring to a “poor performance”, I mean a
performance that lies below the previous
achievement level of the student. BTG29B ............
1
2
3
4
It is better when the teacher – not the student –
decides what activities are to be done. BTG29C ....
1
2
3
4
My role as a teacher is to facilitate students’ own
inquiry. BTG29D .................................................
1
2
3
4
Teachers know a lot more than students; they
shouldn’t let students develop answers that may
be incorrect when they can just explain the
answers directly. BTG29E ....................................
1
2
3
4
Students learn best by finding solutions to
problems on their own. BTG29F ...........................
1
2
3
4
Instruction should be built around problems with
clear, correct answers, and around ideas that most
students can grasp quickly. BTG29G.....................
1
2
3
4
How much students learn depends on how much
background knowledge they have – that is why
teaching facts is so necessary. BTG29H ................
1
2
3
4
Students should be allowed to think of solutions to
practical problems themselves before the teacher
shows them how they are solved. BTG29I ............
1
2
3
4
When referring to a “good performance”, I mean a
performance that lies above the previous
achievement level of the student. BTG29J ............
1
2
3
4
A quiet classroom is generally needed for effective
learning. BTG29K ...............................................
1
2
3
4
Thinking and reasoning processes are more
important than specific curriculum content.
BTG29L .............................................................
1
2
3
4
TALIS User Guide to the International Database
111
30.
How often do you do the following in this school?
Please mark one choice in each row.
Never
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
112
Less than
once per
year
Once per
year
3-4 times
per year
Monthly
Weekly
Attend staff meetings to discuss
the vision and mission of the
school BTG30A ............................
1
2
3
4
5
6
Develop a school curriculum or
part of it BTG30B ........................
1
2
3
4
5
6
Discuss and decide on the
selection of instructional media
(e.g. textbooks, exercise books)
BTG30C ......................................
1
2
3
4
5
6
Exchange teaching materials with
colleagues BTG30D ......................
1
2
3
4
5
6
Attend team conferences for the
age group I teach BTG30E ...........
1
2
3
4
5
6
Ensure common standards in
evaluations for assessing student
progress BTG30F .........................
1
2
3
4
5
6
Engage in discussion about the
learning development of specific
students BTG30G.........................
1
2
3
4
5
6
Teach jointly as a team in the
same class BTG30H .....................
1
2
3
4
5
6
Take part in professional learning
activities (e.g. team supervision)
BTG30I .......................................
1
2
3
4
5
6
Observe other teachers’ classes
and provide feedback BTG30J.......
1
2
3
4
5
6
Engage in joint activities across
different classes and age groups
(e.g. projects) BTG30K ................
1
2
3
4
5
6
Discuss and coordinate homework
practice across subjects BTG30L ...
1
2
3
4
5
6
TALIS User Guide to the International Database
31.
How strongly do you agree or disagree with the following statements …
Please mark one choice in each row.
… about yourself as a teacher in this school?
Disagree
Agree
Strongly
Agree
a)
All in all, I am satisfied with my job. BTG31A ........
1
2
3
4
b)
I feel that I am making a significant educational
difference in the lives of my students. BTG31B......
1
2
3
4
If I try really hard, I can make progress with even
the most difficult and unmotivated students.
BTG31C .............................................................
1
2
3
4
I am successful with the students in my class.
BTG31D .............................................................
1
2
3
4
I usually know how to get through to students.
BTG31E .............................................................
1
2
3
4
Teachers in this local community are well
respected. BTG31F .............................................
1
2
3
4
c)
d)
e)
f)
… about what happens in this school?
g)
h)
i)
j)
32.
Strongly
Disagree
Strongly
Disagree
Disagree
Agree
Strongly
Agree
In this school, teachers and students usually get
on well with each other. BTG31G .........................
1
2
3
4
Most teachers in this school believe that students’
well-being is important. BTG31H ..........................
1
2
3
4
Most teachers in this school are interested in what
students have to say. BTG31I ..............................
1
2
3
4
If a student from this school needs extra
assistance, the school provides it. BTG31J ............
1
2
3
4
Below you can find statements about the management of your school. Please indicate
your perceptions of the frequency with which these activities took place during the
current school year.
Please mark one choice in each row.
Never
a)
b)
c)
d)
e)
Seldom
Quite often
Very often
In meetings, the principal discusses educational
goals with teachers. BTG32A ...............................
1
2
3
4
The principal ensures that teachers work
according to the school’s educational goals.
BTG32B .............................................................
1
2
3
4
The principal or someone else in the management
team observes teaching in classes. BTG32C ..........
1
2
3
4
The principal gives teachers suggestions as to how
they can improve their teaching. BTG32D .............
1
2
3
4
When a teacher has problems in his/her
classroom, the principal takes the initiative to
discuss the matter. BTG32E .................................
1
2
3
4
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113
f)
g)
h)
i)
j)
k)
33.
The principal ensures that teachers are informed
about possibilities for updating their knowledge
and skills. BTG32F ..............................................
1
2
3
4
The principal compliments teachers for special
effort or accomplishments. BTG32G .....................
1
2
3
4
In this school, the principal and teachers work on
a school development plan. BTG32H ....................
1
2
3
4
The principal defines goals to be accomplished by
the staff of this school. BTG32I............................
1
2
3
4
The principal ensures that a task-oriented
atmosphere is fostered in this school. BTG32J .......
1
2
3
4
In this school, the principal and teachers act to
ensure that education quality issues are a
collective responsibility. BTG32K ..........................
1
2
3
4
We would like to ask you about the main <ISCED Level 2> subjects that you teach in
this school in this school year.
Please indicate the <ISCED Level 2> subjects that you teach in this school (indicate only those
that individually account for at least 20% of your teaching time in this school). The exact name
of your subjects may not appear in the list below each category. If it does not, please mark the
category you think best fits the subject.
Yes
a)
Reading, writing and literature BTG33A .........................................................
No
1
2
1
2
1
2
1
2
1
2
1
2
1
2
Includes reading and writing (and literature) in the mother tongue, reading and
writing (and literature) in the language of instruction, reading and writing in
the tongue of the country (region) as a second language (for non-natives),
language studies, public speaking, literature.
b)
Mathematics BTG33B ...................................................................................
Includes mathematics, mathematics with statistics, geometry, algebra etc.
c)
Science BTG33C ..........................................................................................
Includes science, physics, physical science, chemistry, biology, human biology,
environmental science, agriculture/horticulture/forestry.
d)
Social studies BTG33D .................................................................................
Includes social studies, community studies, contemporary studies, economics,
environmental studies, geography, history, humanities, legal studies, studies of
the own country, social sciences, ethical thinking, philosophy.
e)
Modern foreign languages BTG33E ................................................................
Includes languages different from the language of instruction.
f)
Technology BTG33F .....................................................................................
Includes orientation in technology, including information technology, computer
studies, construction/surveying, electronics, graphics and design, keyboard
skills, word processing, workshop technology / design technology.
g)
Arts BTG33G ...............................................................................................
Includes arts, music, visual arts, practical art, drama, performance music,
photography, drawing, creative handicraft, creative needlework.
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Yes
h)
Physical education BTG33H ..........................................................................
No
1
2
1
2
1
2
1
2
Includes physical education, gymnastics, dance, health.
i)
Religion and/or ethics BTG33I ......................................................................
Includes religion, history of religions, religion culture, ethics.
j)
Practical and vocational skills BTG33J ............................................................
Includes vocational skills (preparation for a specific occupation), technics,
domestic science, accountancy, business studies, career education, clothing
and textiles, driving, home economics, polytechnic courses, secretarial studies,
tourism and hospitality, handicraft.
k)
Other (please specify below) BTG33K ............................................................
Please specify BTG33KT ……………………………………………………………………………
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115
Your Teaching in a Particular <Class> at this
School
The following questions ask you about a particular<ISCED Level 2> <class> that you teach in
one of the main subjects you identified in question 33.
The <class> that we would like you to respond about is the first <ISCED Level 2> <class> that
you (typically) teach in this school in one of these subjects after 11am on Tuesdays. Please
note that the <class> can occur on a day following Tuesday if you do not teach the <class> on
Tuesday.
In the questions below, this <class> will be referred to as the <target class>.
34.
Into which subject category in question 33 does this <target class> fall? BTG34
Please mark one choice.
35.
1
a) Reading, writing and literature
2
b) Mathematics
3
c) Science
4
d) Social studies
5
e) Modern foreign languages
6
f) Technology
7
g) Arts
8
h) Physical education
9
i) Religion
10
j) Practical and vocational skills
11
k) Other
What is the actual name of the subject you teach in this <target class>? BTG35T
Please write the name of the subject as it is used within this school.
36.
Was the teaching of this subject part of your academic training? BTG36
Yes
1
116
No
2
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37.
What is the year/grade level of this <target class>? BTG37
Please mark one choice.
38.
1
<ISCED level 2 grade 1>
2
<ISCED level 2 grade 2>
3
<ISCED level 2 grade 3>
4
<ISCED level 2 grade 4>
5
<ISCED level 2 grade 5>
On average throughout the year how many students are in this <target class>? BTG38,
international valid range: 10-50
Please write a number.
Number of students
39.
How would you describe the ability of students in this <target class>?
Please mark one choice in each row.
Much lower
than
average
ability
a)
b)
40.
Slightly
lower than
average
ability
Average
ability
Much
Slightly
higher than higher than
average
average
ability
ability
Compared to other students in the same
grade/year level in this school?
BTG39A ...............................................
1
2
3
4
5
Compared to other students in the same
grade/year level more generally?
BTG39B ...............................................
1
2
3
4
5
For this <target class>, please estimate the broad percentage of students who have
the following characteristics.
It is acceptable to base your replies on rough estimates.
Please mark one choice in each row.
Less than
10%
a)
b)
10% or
more but
less than
20%
20% or
more but
less than
40%
40% or
more but
less than
60%
60% or
more
Students whose <first language> is
different from the language(s) of
instruction or a dialect of this/these
BTG40A ...............................................
1
2
3
4
5
Students who have at least one
parent/guardian who has completed
<ISCED 3> or higher BTG40B ...............
1
2
3
4
5
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117
c)
41.
Students who have at least one
parent/guardian who has completed
<ISCED 5> or higher BTG40C ...............
1
2
3
4
5
For this <target class>, what percentage of <class> time is typically spent on each of
the following activities?
Write a percentage for each activity. Write 0 (zero) if none.
Please ensure that responses add up to 100%.
a)
%
Administrative tasks (e.g. recording attendance, handing out school
information/forms) BTG41A, international valid range: 0-20
b)
%
Keeping order in the classroom (maintaining discipline) BTG41B,
international valid range: 0-30
c)
%
Actual teaching and learning BTG41C, international valid range: 50100
%
Total
100
42
How often do each of the following activities happen in this <target class> throughout
the school year?
Please note that not all questions in this section are fully adapted to all sorts of teachers.
Therefore, please just answer as best you can.
Please mark one choice in each row.
Never or
hardly ever
a)
b)
c)
d)
e)
f)
g)
118
In about
one-quarter In about
of
one-half of
<lessons> <lessons>
In about
threequarters of
<lessons>
In almost
every
<lesson>
I present new topics to the class
(lecture-style presentation). BTG42A ....
1
2
3
4
5
I explicitly state learning goals.
BTG42B .............................................
1
2
3
4
5
I review with the students the
homework they have prepared.
BTG42C .............................................
1
2
3
4
5
Students work in small groups to come
up with a joint solution to a problem or
task. BTG42D .....................................
1
2
3
4
5
I give different work to the students
that have difficulties learning and/or to
those who can advance faster.
BTG42E .............................................
1
2
3
4
5
I ask my students to suggest or to help
plan classroom activities or topics.
BTG42F .............................................
1
2
3
4
5
I ask my students to remember every
step in a procedure. BTG42G ...............
1
2
3
4
5
TALIS User Guide to the International Database
Never or
hardly ever
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
43
In about
one-quarter In about
of
one-half of
<lessons> <lessons>
In about
threequarters of
<lessons>
In almost
every
<lesson>
At the beginning of the lesson I present
a short summary of the previous
lesson. BTG42H ..................................
1
2
3
4
5
I check my students’ exercise books.
BTG42I ..............................................
1
2
3
4
5
Students work on projects that require
at least one week to complete.
BTG42J ..............................................
1
2
3
4
5
I work with individual students.
BTG42K .............................................
1
2
3
4
5
Students evaluate and reflect upon
their own work. BTG42L ......................
1
2
3
4
5
I check, by asking questions, whether
or not the subject matter has been
understood. BTG42M ..........................
1
2
3
4
5
Students work in groups based upon
their abilities. BTG42N ........................
1
2
3
4
5
Students make a product that will be
used by someone else. BTG42O ...........
1
2
3
4
5
I administer a test or quiz to assess
student learning. BTG42P ....................
1
2
3
4
5
I ask my students to write an essay in
which they are expected to explain
their thinking or reasoning at some
length. BTG42Q ..................................
1
2
3
4
5
Students work individually with the
textbook or worksheets to practice
newly taught subject matter. BTG42R ..
1
2
3
4
5
Students hold a debate and argue for a
particular point of view which may not
be their own. BTG42S .........................
1
2
3
4
5
How strongly do you agree or disagree with the following statements about this
<target class>?
Please mark one choice in each row.
Strongly
Disagree
a)
b)
Disagree
Agree
Strongly
Agree
When the lesson begins, I have to wait quite a
long time for students to <quieten down>.
BTG43A .............................................................
1
2
3
4
Students in this class take care to create a
pleasant learning atmosphere. BTG43B.................
1
2
3
4
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119
c)
d)
I lose quite a lot of time because of students
interrupting the lesson. BTG43C ...........................
1
2
3
4
There is much noise in this classroom. BTG43D .....
1
2
3
4
This is the end of the questionnaire.
Thank you very much for your cooperation!
Please [National Return Procedures and Date]
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8.3 Appendix A3 – National adaptations summary
This appendix describes adaptations to the international versions of the questionnaire items made by the
National Project Manager (NPM) during the translation process. It provides users with guidance regarding
the availability of internationally comparable data for use in secondary analyses. The adaptations to
questionnaires are presented in two sections: i) general or common cultural adaptations and variables; and
ii) adaptations specific to individual systems.
8.3.1
General adaptations
General adaptations (see Section 8.3.1) relate to text passages in the international English version of the
instruments for which it was mandatory (or at least highly likely) to adapt them to the specific national
settings and terminology. Mandatory cultural adaptations were indicated using pointed brackets in the
international English version, for instance, the term <class> which has been used multiple times in the final
section of the teacher questionnaire. The tables in this section include descriptions or back-translations into
English of those instances where the version of the question administered in a national version differed from
the version of the question as it appeared in the international version of the questionnaires.
In the teacher questionnaire, the term <class> is mentioned in the title and introduction to the section “Your
teaching in a Particular <Class> at this School” and the stem of question 41. The term class had to be
adapted in some cases where the direct translation did not convey the intended meaning in the international
source version. The below table presents back-translations of the term used in the national versions into
English.
Table 8.1 Adaptations of <class>
Country
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Netherlands
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
Adaptation
Class
Class
Class
Class
Class
Class
Teaching of certain subject to a certain group of students
Class / study group
Class / group
Class
Class
Class
Class
Class
Class
Class
Class
Subject
The lesson
Class
Class / lessons
Class
Class
Class
In the teacher questionnaire, the term <target class> is mentioned in the instruction to the section “Your
teaching in a Particular <Class> at this School” and in the stem of questions 34, 35, 37, 38, 39, 40, 41, 42
and 43. The term target class was used throughout the final section of the questionnaire to refer to the
specific class that each teacher was asked to identify following the instructions prior to question 34, which
were designed to pseudo-randomise the selection of such a class instead of leaving the (likely biased) choice
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121
to the respective teacher. The below table presents back-translations of the term used in the national
versions into English.
Table 8.2 Adaptations of <target class>
Country
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Netherlands
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
Adaptation
Target Class
Reference class
Target class
Target class
Target class
This class
Teaching of certain subject to a certain group of students
This class / study group
Target class / group
Target class
Target class
Target class
Target class
Target class
Target class
That class or target class
Target class
Class
This particular lesson
Target class
Target class
Target Class
Selected class
Target class
The term <ISCED 2>, originating from UNESCO’s International Standard Classification of Education, is
mentioned in the principal questionnaire in the stem of question 13 and in the teacher questionnaire in the
stem of questions 4, 5, 33 as well as in the instructions to questions 33 and 34. The term expresses the
abstract definition of the target population (i.e., teachers of students enrolled in ISCED level 2) and the table
below lists the English back-translations of the adapted terms as used in the national versions of the
questionnaires.
Table 8.3 Adaptations of <ISCED 2>
Country
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
122
Adaptation
Year 7 to 10
Secondary grade 1 (fifth to eight grade)
The first stage
Sixth to ninth year or fifth to eighth grades of elementary education
Lower secondary stage
Seventh to tenth grade
Third level of basic school, Grades 7 to 9
Grades 5 to 8
Eighth to tenth grade
Junior Cycle
Lower secondary school
Middle school
Basic education programme (Grades 5 to 10)
Lower secondary education
Secondary level
TALIS User Guide to the International Database
Mexico
Netherlands
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
Secondary school
Lower secondary education
Youth level
Gymnasium
Third cycle of compulsory education
The second stage of the elementary school or the lower stage of the eight-year grammar
schools
The last triad
Compulsory secondary education
Sixth, seventh, and eighth grades
This variable was not part of the questionnaire data itself but was tracked for teachers by the national
centre. The majority of participating systems used only one language version of the questionnaire. The
values for the other systems are given in the table below. The corresponding values are included in the
teacher questionnaire data file (BTG) as variable ITLANG (unlabeled).
Table 8.4 Language of questionnaire administration (ITLANG)
Country
Australia
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Netherlands
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
Codes
1 = English
1 = German (Austrian spelling)
2 = Slovene
3 = English
1 = Dutch
1 = Portuguese
1 = Bulgarian
1 = Danish
1 = Estonian
1 = Hungarian
1 = Icelandic
1 = English
2 = Irish
1 = Italian
1 = Korean
1 = Lithuanian
1 = Bahasa Malaysia
1 = English
1 = Spanish
1 = Dutch
1 = Norwegian
1 = Polish
1 = Portuguese
1 = Slovak
1 = Slovene
1 = Spanish
2 = Catalan
3 = Galician
4 = Valencian
5 = Basque
1 = Turkish
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123
8.3.2
Country-specific adaptations to the principal questionnaire
Country-specific adaptations were agreed upfront with the NPM in line with the rules and guidelines for national adaptations. In the below table, entries are sorted
by the concerned Question group first, then by Country, then by the specific question Location affected. Question group and location are given in the notation
Questionnaire-QuestionNumber, e.g. TQ-07 for question 7 in the teacher questionnaire.
The column Adaptation describes the change from the international source version along with any applicable recoding action that was carried out at the IEA Data
Processing and Research Center during the data processing. For structural adaptations, this column holds an explanation of the change, e.g. “Nationally defined
categories”. For non-structural adaptations, for the most part adaptations of terms in pointed brackets (<>), the column holds the back translation of the entire
concerned passage into English. Both types of adaptation may occur in combination.
Country-specific adaptations have one of two different codes assigned to them:
•
Code D: National data are included in the international database.
This code is used for questions where the specific national version was considered appropriate for comparison.
•
Code X: National data are not included in the international database.
This code is used to refer to a few questions that were not administered, not applicable, or deleted for any of several reasons (e.g., not internationally
comparable, removed because of NPM request, or removed due to other data problems).
Table 8.5 List of country-specific adaptations to the principal questionnaire sorted by question group, country and location
Question
group
PQ-02
PQ-04
Country
Location
Code
Adaptation
Estonia
PQ-02
D
National categories recoded to fit international categories:
D
1 = Under 25 / 25-29 / 30-39
2 = 40-44 / 45-49
3 = 50-54 / 54-59
4 = 60-64 / 65+
Nationally defined categories:
Australia
PQ-04
1 = Post secondary, non-tertiary education or less (e.g. Year 10 exit qualification, Year 12 exit
qualification)
2 = First stage of tertiary education not leading to an advanced research qualification including
programmes that are generally more practical / technical / occupation specific (e.g. Vocational Training
Certificate, TAFE, Trade Certificate)
3 = Dip.Ed or Bachelor’s Degree
4 = Master’s Degree
5 = Second stage of tertiary education leading to an advanced research qualification (e.g. PhD)
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PQ-04
Austria
PQ-04
D
Stem of the question changed:
Which formal education do you have completed?
Please mark all that apply
National categories recoded to fit international categories:
PQ-04
PQ-04
PQ-04
Belgium (Fl.)
Brazil
Bulgaria
PQ-04
PQ-04
PQ-04
D
1 = School with “final exam” (e.g. grammar school, higher technical college, higher economical college,
old teacher education institution)
2 = Teacher training at a pedagogical academy (or similar institution such as a vocational pedagogical
academy)
3 = University course or university of advanced science with Bachelor’s Degree
4 = University course or university of advanced science with Master’s Degree
5 = PhD-course
Nationally defined categories:
D
1 = Degree of secondary education / social advancement secondary education
2 = Degree of one cycle higher education / professional bachelor / social advancement higher education
(e.g. programme to obtain certificate of pedagogical competence)
3 = Academic Bachelor (obtained within higher education or university education)
4 = Licentiate or Master (obtained within higher education or university education) / academic teacher
training
5 = Doctoral Degree
National categories recoded to fit international categories:
D
1 = Below higher education
2 = Higher education - Higher education programmes in technology
3 = Higher education – Pedagogy / Higher education – Licentiate / Higher education – Other
programmes / Specialization (lato sensu) in school administration / Specialization (lato sensu) in other
areas
4 = Master’s Degree (stricto sensu)
5 = Doctoral degree (stricto sensu)
Nationally defined categories:
1
2
3
4
TALIS User Guide to the International Database
=
=
=
=
Vocational education after upper secondary education or below
Higher education (Specialist)
Higher education (Bachelor)
Higher education (Master)
125
PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
Denmark
Estonia
Hungary
Iceland
Ireland
PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
D
5 = Higher education (Doctor)
Nationally defined categories:
D
1 = General or vocational upper secondary education or below (e.g. high-school certificate, commercial
school certificate)
2 = Short-cycle higher education (e.g. academy profession degree in computer science, chemist’s
assistant)
3 = Medium-cycle higher education (e.g. teacher, kindergarten teacher)
4 = Long-cycle higher education (e.g. Master of Arts in humanities, Master of Arts in the theory of
education)
5 = PhD (specialist of scientific research)
Nationally defined categories:
D
1 = Secondary education, not completed higher education, or vocational education in school which
operates on the basis of basic education
2 = Applied higher education, or secondary specialized education after secondary school
3 = Academic higher education, Bachelor’s Degree or degree considered equal of Bachelor’s Degree
4 = Academic higher education, Master’s Degree or degree considered equal of Master’s Degree
5 = Doctoral Degree
Nationally defined categories:
D
1 = Does not have tertiary qualification
2 = Post-secondary with no more than 3 years of tuition, but accredited as a tertiary level of vocational
education
3 = College degree
4 = University degree
5 = Scientific degree (PhD or doctorate)
Nationally defined categories:
D
1 = Less than a university degree
2 = Teachers Degree
3 = BA, BSc or BEd Degree
4 = Master's Degree
5 = Doctor's Degree
Nationally defined categories:
1 = Leaving Certificate / Apprenticeship / PLC Course / Certificate (not Third Level)
2 = Third Level Certificate / Diploma (e.g. Institute of Technology / Regional Technical College)
3 = University Degree / Post-graduate Diploma
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PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
Italy
Korea
Lithuania
Malaysia
Malta
PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
D
4 = Master's Degree
5 = PhD / Doctorate
Nationally defined categories:
D
1 = Upper secondary school degree or below
2 = Music Conservatory degree, Academy of Fine Arts degree, National Academy of Drama degree,
Higher Institute for Applied Arts degree, National Dance Academy degree
3 = Higher education degree (short degree course; old programme); Higher education first course
degree (three-year long degree courses (i.e. Bachelor Degrees); new programme)
4 = Higher education degree (long degree course; old programme), Higher education second course
degree (two year long degree courses (i.e. Master's Degrees); new programme), Higher education long
course degree, First and Second level Master, Advanced scientific or higher continuing education course
degree, specialisation course degree
5 = PhD
Nationally defined categories:
D
1 = Below university
2 = College
3 = University
4 = Master’s Degree
5 = Ph. D
Nationally defined categories:
D
1 = Lower than higher education
2 = Higher non-university
3 = Bachelor's Degree
4 = Master's (or equivalent) Degree
5 = PhD Degree
Nationally defined categories:
D
1 = Secondary education level
2 = Teaching Certificate / Diploma level
3 = First Degree level
4 = Masters level
5 = Doctorate level
Nationally defined categories:
1 = MATSEC Advanced level / Technical Institute City & Guilds Full Certificate / Diploma
2 = Teacher training certificate / Diploma
TALIS User Guide to the International Database
127
PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
Mexico
Netherlands
Norway
Poland
Portugal
PQ-04
PQ-04
PQ-04
PQ-04
PQ-04
D
3 = Bachelor's Degree
4 = Master's Degree
5 = Doctorate Degree
Nationally defined categories:
D
1 = Upper high school, the professional technician or normal school before 1983
2 = Technician superior
3 = Special teachers programme, university degree or technology degree
4 = Master's Degree
5 = Doctorate
National categories recoded to fit international categories:
D
1 = Upper secondary education or senior vocational training or less
2 = Category not administered or data not available
3 = Higher vocational training or university Bachelor’s Degree
4 = University Master’s Degree
5 = Post university
National categories recoded to fit international categories:
D
1 = No higher education completed
2 = Category not administered or data not available
3 = Teacher training and optional further education / Lower university degree, three to five years
4 = An education at university / state university college which lasted at least 5 years (e.g. a higher
university degree or Master's Degree)
5 = Doctoral Degree
Nationally defined categories:
D
1 = Below higher education degree
2 = Completed post-secondary education institution training teachers
3 = Vocational higher education degree (bachelor, engineer)
4 = Master's Degree
5 = Doctoral Degree
Nationally defined categories:
1
2
3
4
5
128
=
=
=
=
=
Below Bachelor's Degree
Bachelor's Degree or equivalent
Honour’s Degree or equivalent
Master's Degree or equivalent
Doctorate, Post-Doctorate
TALIS User Guide to the International Database
PQ-04
PQ-04
PQ-04
PQ-04
PQ-08
PQ-08
Slovak
Republic
PQ-04
Slovenia
PQ-04
Spain
Turkey
Austria
Belgium (Fl.)
PQ-04
PQ-04
PQ-08
PQ-08
D
National categories recoded to fit international categories:
D
1 = Lower than university education
2 = Category not administered or data not available
3 = Bachelor’s Degree
4 = University education (Mgr., Ing., PhDr., RNDr., PaedDr.)
5 = Doctor’s education (PhD)
Nationally defined categories:
D
1 = Completed upper secondary education
2 = Higher education
3 = Bachelor's Degree / university degree
4 = Master's Degree
5 = Doctorate
Nationally defined categories:
D
1 = Primary teacher (Low General Education before 1970)
2 = High level vocational education
3 = University 1st degree, Bachelor's Degree
4 = University 2nd degree, Master's Degree
5 = Doctorate
Nationally defined categories:
D
1 = Upper secondary level
2 = First stage of tertiary education (lasting two or three years)
3 = Tertiary education (first degree [BA])
4 = Tertiary education (second degree [MS / MA])
5 = Advanced research programmes (PhD)
Nationally defined categories:
D
1 = A public school
2 = A private, denominational school (a school managed directly or indirectly by a confessional / church
organisation or association)
3 = A private, non-denominational school (a school managed directly or indirectly by a private / nongovernment organisation)
Nationally defined categories:
1 = A school of official education
2 = A school of grant-aided official education
TALIS User Guide to the International Database
129
PQ-08
PQ-08
Denmark
Ireland
PQ-08
PQ-08
D
3 = A school of grant-aided free education
Nationally defined categories:
D
1 = Public school
2 = Private school (free school or continuation school)
(Self-owned or direct or indirectly managed by a non-government organisation; e.g. a church, trade
union, business or other private institution.)
Stem of the question changed:
What type of school do you work in?
Nationally defined categories:
PQ-08
PQ-09A-B
Netherlands
Austria
PQ-08
PQ-09A
D
D
PQ-09A-B
PQ-09A-B
PQ-09A-B
Austria
Belgium (Fl.)
Bulgaria
PQ-09B
PQ-09A-B
PQ-09A
D
D
D
1 = A vocational school, community college, community or comprehensive school
2 = A voluntary secondary school
Automatically coded to value "A public school"
50% or more of the school’s funding comes from the public purse (the federal government, province,
community)
Teaching personnel are funded by the public purse (the federal government, province, community)
Automatically coded to value "Yes"
50% or more of the school’s funding comes from budget funds
PQ-09A-B
Bulgaria
PQ-09B
D
(Includes departments, local, regional, state and national)
Teaching personnel are funded by budget funds
PQ-09A-B
Denmark
PQ-09A
D
(Includes departments, local, regional, state and national)
50% or more of the school’s funding comes from the public / governmental contributions / subsidies
PQ-09A-B
Denmark
PQ-09B
D
(Includes municipality, region or government)
Teaching personnel are funded by the public / governmental contributions / subsidies
PQ-09A-B
Estonia
PQ-09A
D
(Includes municipality, region or government)
50% or more of the school's funding comes from the public sector
PQ-09A-B
Estonia
PQ-09B
D
(Including from local municipality or the state)
Teaching personnel are funded by the public sector
PQ-09A-B
Hungary
PQ-09A
D
(Including from local municipality or the state)
50% or more of the school’s funding comes from the state
130
TALIS User Guide to the International Database
PQ-09A-B
PQ-09A-B
PQ-09A-B
PQ-09A-B
Hungary
Iceland
Iceland
Ireland
PQ-09B
PQ-09A
PQ-09B
PQ-09A
D
(Includes departments, local, regional, state and national)
Teaching personnel are funded by the state
D
D
D
(Includes departments, local, regional, state and national)
50% or more of the school’s funding comes from the municipality
Teaching personnel are funded by the municipality
50% or more of the school’s funding comes from the Department of Education and Science
PQ-09A-B
Ireland
PQ-09B
D
(Include teachers’ salaries in your response; funding sources include local, regional, state and national
departments)
Most teaching personnel are funded by the Department of Education and Science
PQ-09A-B
Italy
PQ-09A
D
(Funding sources include local, regional, state and national departments)
50% or more of the school’s funding comes from the public administration
(Includes ministries, local and regional institutions)
PQ-09A-B
Italy
PQ-09B
D
PQ-09A-B
PQ-09A-B
Netherlands
Poland
PQ-09A-B
PQ-09A
X
D
PQ-09A-B
Poland
PQ-09B
D
(Includes ministries, local and regional institutions)
Question not administered or data not available
50% or more of the school's funding comes from public sources (Includes ministries, local, regional and
state authorities)
Teaching personnel are funded from public sources
PQ-09A-B
Portugal
PQ-09A
D
(Includes ministries, local, regional and state authorities)
50% or more of the school’s funding comes from the state
PQ-09A-B
Portugal
PQ-09B
D
(Includes any public administration and sovereignty bodies at the territorial level)
Teaching personnel are funded by the state
PQ-09A-B
Slovak
Republic
PQ-09A
D
(Includes any public administration and sovereignty bodies at the territorial level)
50% or more of the school’s funding comes from state resources
PQ-09A-B
Slovak
Republic
PQ-09B
D
(Includes departments, local, regional, state and national)
Teaching personnel are funded by state resources
TALIS User Guide to the International Database
Teaching personnel are funded by the public administration
131
PQ-09A-B
Spain
PQ-09A
D
(Includes departments, local, regional, state and national)
50% or more of the school's funding comes from the government
PQ-09A-B
Spain
PQ-09B
D
(Includes local, regional, autonomous and national governments)
Teaching personnel are funded by the government
PQ-09A-B
PQ-09A-B
PQ-10
Turkey
Turkey
Austria
PQ-09A
PQ-09B
PQ-10
D
D
D
(Includes local, regional, autonomous and national governments)
50% or more of the school’s funding comes from the state
Teaching personnel are funded by the state
Nationally defined categories:
D
1 = Community / town with fewer than 3 000 inhabitants
2 = Community/Town with 3 000 to approximate 15 000 inhabitants
3 = Community/Town with 15 000 to approximate 100 000 inhabitants
4 = Town with 100 000 to approximate 1 000 000 inhabitants
5 = Big city with more than 1 000 000 inhabitants (Vienna)
National categories recoded to fit international categories:
D
1 = A village, hamlet or rural area (fewer than 3 000 people)
2 = A small town (3 000 to about 15 000 people)
3 = A town (15 000 to about 100 000 people)
4 = A city (100 000 to about 1 000 000 people)
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Village, hamlet or small town (fewer than 3 000 people)
2 = Hamlet or a small town (3 000 to about 15 000 people)
3 = Town (15 000 to about 100 000 people)
4 = Tartu / Tallinn
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Fewer than 1000 habitants / 1000 to 3000 habitants
2 = 3 000 to about 15 000 habitants
3 = 15 000 to about 100 000 habitants
4 = More than 100 000 habitants
5 = Category not administered or data not available
National categories recoded to fit international ones:
PQ-10
PQ-10
PQ-10
PQ-10
132
Belgium (Fl.)
Estonia
Iceland
Lithuania
PQ-10
PQ-10
PQ-10
PQ-10
TALIS User Guide to the International Database
PQ-10
PQ-10
PQ-10
PQ-10
PQ-10
Malta
Netherlands
Norway
Poland
Slovak
Republic
PQ-10
PQ-10
PQ-10
PQ-10
PQ-10
TALIS User Guide to the International Database
D
1 = Village or rural area (fewer than 3 000 people)
2 = Settlement (3 000 to about 15 000 people)
3 = Town (15 000 to about 100 000 people)
4 = City (100 000 to about 1 000 000 people)
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = A village (fewer than 3 000 people)
2 = A small town (3 000 to about 15 000 people)
3 = A town (15 000 to about 100 000 people)
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = A village (fewer than 3 000 people)
2 = A large village (3 000 to about 15 000 people)
3 = A city (15 000 to about 100 000 people)
4 = A big city (100 000 to about 1 000 000 people)
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = A small place with less than 3000 people
2 = A town or village with 3000 to about 15 000 people
3 = A town or village with 15 000 to about 100 000 people
4 = A large city with over 100 000 people
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = A location with fewer than 500 people / A location with 500 to 3 000 people
2 = A location with 3 000 to 15 000 people
3 = A location with 15 000 to 50 000 people / A location with 50 000 to 100 000 people
4 = A location with 100 000 to 200 000 people / A location with 200 000 to 500 000 people / A location
with 500 000 to 1 000 000 people
5 = A location with over 1 000 000 people
National categories recoded to fit international categories:
1 = A village, hamlet or rural area (fewer than 3 000 inhabitants)
2 = A little town (3 000 to 15 000 inhabitants)
3 = A town (15 000 to 100 000 inhabitants)
133
PQ-10
PQ-11A-C
PQ-11A-C
PQ-11A-C
PQ-11A-C
PQ-11A-C
Slovenia
Belgium (Fl.)
Brazil
Estonia
Hungary
Hungary
PQ-10
PQ-11B
PQ-11C
PQ-11B
PQ-11A
PQ-11B
D
4 = Bigger town (100 000 to 1 000 000 inhabitants)
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = A village, hamlet or rural area (fewer than 3 000 people)
2 = A small town (3 000 to about 15 000 people)
3 = A city (15 000 to about 100 000 people)
4 = A large city (with over 100 000 people)
5 = Category not administered or data not available
Personnel for pedagogical support, irrespective of the grades / ages they support
D
D
(All personnel supporting teachers and / or pupils; such as teacher aides, pupil guidance counsellors,
professional curricular / instructional specialists and educational media specialists)
Management or school administration team
Personnel for pedagogical support, irrespective of the grades / ages they support
D
(Including teacher aides and other non-pedagogic personnel who support teachers in their work;
education methods specialists, educational technology specialists)
Teachers, irrespective of the grades / ages they teach
D
(Those whose main activity at this school is the provision of instruction to students. Please do not count
teachers whose main duty is to care for children in the afternoon day-care centre!)
National dimensions recoded to fit international dimensions:
Teachers in the afternoon day care centre / (Other) Personnel for pedagogical support (irrespective of
the grades / ages they support)
PQ-11A-C
Ireland
PQ-11C
D
(Teachers whose main duty is to care for children in afternoon day-care centre) / (Including all teacher
aides or other non-professional personnel who support teachers in providing instruction, professional
curricular/instructional specialists and educational media specialists, e.g. computer administrator,
librarian, psychologist, organizer of afternoon activities, etc. and non-professional personnel who provide
instruction or support teachers in providing instruction.)
National dimensions recoded to fit international dimensions
School administrative personnel / Management personnel
PQ-11A-C
134
Italy
PQ-11A-C
D
(Secretarial staff involved in administration) / (Teachers involved in full-time administration or
management including principal, deputy principal)
Stem of the question changed:
TALIS User Guide to the International Database
For each type of position listed below, indicate the number of staff currently working in this school
PQ-11A-C
PQ-11A-C
Portugal
Spain
PQ-11B
PQ-11C
D
Please indicate the number of persons who work at this school (please count also the personnel of preprimary education and / or primary education if they work in this educational institution)
Personnel for pedagogical support, irrespective of the grades / ages they support
D
(Includes all teacher aides and other personnel who support teachers in providing instruction;
professional curricular / instructional specialists and educational media specialists)
School administrative or management personnel
PQ-12
Brazil
PQ-12
D
PQ-12
Italy
PQ-12
D
(Including principals, assistant principals, other management staff, receptionists, administration
assistants whose main activity is administration or management)
This information was provided at the country level, i.e. the variable BCG12 was imputed using registry
data.
Stem of the question changed:
What is the current school enrolment (number of students of all grades in this school)?
PQ-12
Malta
PQ-12
D
PQ-13A-C
PQ-13A-C
Australia
Australia
PQ-13B
PQ-13C
D
D
PQ-13A-C
PQ-13A-C
Austria
Austria
PQ-13B
PQ-13C
D
D
PQ-13A-C
PQ-13A-C
PQ-13A-C
Belgium (Fl.)
Belgium (Fl.)
Brazil
PQ-13B
PQ-13C
PQ-13A
D
D
D
PQ-13A-C
Brazil
PQ-13B
D
PQ-13A-C
Brazil
PQ-13C
D
TALIS User Guide to the International Database
Please write a number (please also count the students in pre-primary education and / or primary
education if they attend this educational institution)
Stem of question changed:
What is the current school enrolment (number of students in this school)?
Students who have at least one parent / guardian who has completed high school or higher
Students who have at least one parent / guardian who has completed some form of tertiary education
(e.g. TAFE, Bachelor's Degree, PhD)
Students who have at least one parent / guardian who has completed upper secondary level or higher
Students who have at least one parent / guardian who has completed either a university course, a
university of advanced science, a course for teacher training, a social or other college or a diploma as
master craftsman
Students who have at least one parent / guardian who has at least completed secondary education
Students who have at least one parent / guardian who has at least completed higher education
Students whose first language (that is: language spoken at home) is different from the language(s) of
instruction or a dialect of this / these
Students who have at least one parent / guardian who has completed upper secondary education or a
higher level
Students who have at least one parent / guardian who has completed higher education or a higher level
135
PQ-13A-C
PQ-13A-C
Bulgaria
Bulgaria
PQ-13B
PQ-13C
D
D
PQ-13A-C
Denmark
PQ-13A
D
PQ-13A-C
Denmark
PQ-13B
D
PQ-13A-C
Denmark
PQ-13C
D
PQ-13A-C
PQ-13A-C
Estonia
Estonia
PQ-13A
PQ-13B
D
D
PQ-13A-C
Estonia
PQ-13C
D
PQ-13A-C
Hungary
PQ-13B
D
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
Hungary
Iceland
Iceland
Ireland
PQ-13C
PQ-13B
PQ-13C
PQ-13A
D
D
D
D
PQ-13A-C
PQ-13A-C
Ireland
Ireland
PQ-13B
PQ-13C
D
D
PQ-13A-C
PQ-13A-C
Italy
Italy
PQ-13B
PQ-13C
D
D
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
Korea
Korea
Korea
Lithuania
Lithuania
Lithuania
Malaysia
PQ-13A
PQ-13B
PQ-13C
PQ-13A
PQ-13B
PQ-13C
PQ-13B
D
D
D
D
D
D
D
PQ-13A-C
Malaysia
PQ-13C
D
PQ-13A-C
Malta
PQ-13B
D
136
Students who have at least one parent / guardian who has completed secondary education or higher
Students who have at least one parent / guardian who has completed higher education or science
degree
Students who speak a language other than Danish at home (i.e. the language of instruction, Danish, is
the student’s second language)
Students who have at least one parent / guardian who has completed general or vocational upper
secondary education or higher education
Students who have at least one parent / guardian who has completed medium-cycle higher education or
long-cycle higher education
Students whose mother tongue differs from the language(s) of instruction
Students who have at least one parent / guardian who has completed secondary education (general
secondary education, vocational or specialized vocational education) after basic school
Students who have at least one parent / guardian who has completed tertiary education (applied or
academic higher education, Bachelor’s, Master’s or Doctoral Degree)
Students who have at least one parent / guardian who has completed full secondary qualification or
higher
Students who have at least one parent / guardian who has completed tertiary qualification or higher
Students who have at least one parent / guardian who has completed secondary education
Students who have at least one parent / guardian who has completed a university degree
Students whose first language (i.e. language spoken at home) is different from the language(s) of
instruction (i.e. English or Gaeilge)
Students who have at least one parent / guardian who has completed Senior Cycle or higher
Students who have at least one parent / guardian who has completed third level education to at least
undergraduate degree level or higher
Students who have at least one parent / guardian who has completed upper secondary school or higher
Students who have at least one parent / guardian who has completed higher education (university or
academy) or higher
The percentage of students in the classroom who use a language other than Korean
The percentage of students with at least one parent or guardian who completed a high school course
The percentage of students with at least one parent or guardian who graduated from a university
Students whose first language is different from the school teaching language
Students who have at least one parent / guardian who has completed at least secondary education
Students who have at least one parent / guardian who has completed higher education or has a PhD
Students who have at least one parent / guardian who has completed the secondary level of education
or higher
Students who have at least one parent / guardian who has completed the tertiary level of education or
higher
Students who have at least one parent / guardian who has completed post-secondary education or
TALIS User Guide to the International Database
PQ-13A-C
PQ-13A-C
PQ-13A-C
Malta
Mexico
Mexico
PQ-13C
PQ-13A
PQ-13B
D
D
D
higher
Students who have at least one parent / guardian who has completed tertiary education or higher
National categories recoded to fit international categories:
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed upper high school or the
professional technician
National categories recoded to fit international categories:
PQ-13A-C
Mexico
PQ-13C
D
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed university or higher
National categories recoded to fit international categories:
PQ-13A-C
Netherlands
PQ-13B
D
PQ-13A-C
Netherlands
PQ-13C
D
PQ-13A-C
PQ-13A-C
PQ-13A-C
Norway
Norway
Poland
PQ-13B
PQ-13C
PQ-13A
D
D
D
PQ-13A-C
Poland
PQ-13B
D
PQ-13A-C
Poland
PQ-13C
D
TALIS User Guide to the International Database
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed upper secondary education or
secondary education (including senior vocational training)
Students who have at least one parent / guardian who has completed higher education (including higher
vocational training) or university
Students whose parents / guardians have at least completed upper secondary school
Students whose parents / guardians have at least completed higher education
Students whose first language is different from the language of instruction (most commonly, the
language of instruction is Polish)
Students who have at least one parent / guardian who has completed secondary education or has a
higher education degree
Students who have at least one parent / guardian who has a higher education degree or has a Doctoral
137
PQ-13B
PQ-13C
PQ-13B
D
D
D
PQ-13C
D
Students who have at least one parent / guardian who has completed university
PQ-13A-C
Portugal
Portugal
Slovak
Republic
Slovak
Republic
Slovenia
Degree
Students who have at least one parent / guardian who has completed secondary education or higher
Students who have at least one parent / guardian who has completed a Bachelor's Degree or higher
Students who have at least one parent / guardian who has completed secondary school or higher
PQ-13B
D
PQ-13A-C
Slovenia
PQ-13C
D
PQ-13A-C
Spain
PQ-13B
D
PQ-13A-C
Spain
PQ-13C
D
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-14A-F
PQ-14A-F
PQ-14A-F
PQ-14A-F
PQ-14A-F
PQ-15A-N
Turkey
Turkey
Turkey
Brazil
Brazil
Lithuania
Slovenia
Turkey
Estonia
PQ-13A
PQ-13B
PQ-13C
PQ-14E
PQ-14F
PQ-14B
PQ-14B
PQ-14D
PQ-15A-N
X
D
D
D
D
D
D
D
D
Students who have at least one parent / guardian who has completed
higher
Students who have at least one parent / guardian who has completed
degree or higher
Students who have at least one parent / guardian who has completed
training cycle or higher level studies
Students who have at least one parent / guardian who has completed
Degree or other studies at a higher level
Dimension not administered or data not available
Students who have at least one parent / guardian who has completed
Students who have at least one parent / guardian who has completed
Students' need or desire to participate in a special programme
Preference to students family members (past or present)
Student's academic record
Students’ academic record
Parents’ endorsement of the instructional philosophy of the school
Stem of the question changed:
D
Below you can find statements about your management of this school. Please indicate how often during
the current school year do you do the following at this school
Stem of the question changed:
D
Please indicate the frequency of the following activities and behaviours, which relate to your
management of this school, during the current school year
Stem of the question changed:
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-13A-C
PQ-15A-N
PQ-15A-N
Ireland
Ireland
PQ-15A-E
PQ-15F
upper secondary education or
higher education, a university
baccalaureate or middle level
Bachelor's Degree or Master's
upper secondary school
university
Please indicate the frequency of the following activities and behaviours, which relate to your
management of this school, during the current school year
PQ-15A-N
138
Ireland
PQ-15N
D
I monitor the work of individual students
Stem of the question changed:
TALIS User Guide to the International Database
Please indicate the frequency of the following activities and behaviours, which relate to your
management of this school, during the current school year
PQ-16A-O
Ireland
PQ-16A
D
PQ-16A-O
PQ-17A-E
PQ-17A-E
PQ-18A-B
Lithuania
Belgium (Fl.)
Portugal
Brazil
PQ-16A
PQ-17C
PQ-17C
PQ-18A-B
X
D
D
D
PQ-18A-B
Malta
PQ-18A-B
D
PQ-19A-Q
PQ-19A-Q
PQ-19A-Q
PQ-22
Austria
Austria
Netherlands
Australia
PQ-19L
PQ-19M
PQ-19K
PQ-22
D
D
D
D
PQ-22
Austria
PQ-22
D
PQ-22
Bulgaria
PQ-22
D
PQ-22
Denmark
PQ-22
D
PQ-22
Estonia
PQ-22
D
PQ-22
Hungary
PQ-22
D
PQ-22
Ireland
PQ-22
D
PQ-22
Italy
PQ-22
D
TALIS User Guide to the International Database
I teach the classes of teachers who are unexpectedly absent
An important part of my job is to ensure that instructional approaches sanctioned by the Department of
Education and Science are explained to new teachers and that more experienced teachers are using
these approaches
Dimension not administered or data not available
Responding to requests from the Flemish Ministry of Education & Training or other governments
Responding to requests from the (central or regional) tutelage territorial level
How often during the last five years did this school produce a school self-evaluation document and / or
was the school evaluated by an external agency or body (for example, the secretariat of education)
Stem of the question changed:
How often during the last five years did this school produce a school self-evaluation document and / or
was the school evaluated by an external agency or body (e.g. audit team)?
Teachers’ knowledge about their fields in their subjects
Teachers’ knowledge about instructional methods in their subjects
Classroom management (e.g. maintaining discipline, planning, choice of methods)
Are these school evaluations used by the jurisdictional authority in the publication of tables that compare
the performance of individual schools?
Are these school evaluations used by the education authority in the publication of tables that compare
the performance of individual schools?
Are these school evaluations used by government institutions for comparing the performance of
individual schools?
Are these school evaluations used by public / governmental authorities in the publication of tables that
compare the performance of individual schools?
Stem of the question changed:
Are these school evaluations used by the state level in the publication of tables that compare the
performance of individual schools?
Are these school evaluations used by officials in the publication of tables that compare the performance
of individual schools?
Are these school evaluations used by the Department of Education and Science in the publication of
tables that compare the performance of individual schools?
Are these school evaluations used by the school administration (Ministry of Education and / or its local
offices) in the publication of tables that compare the performance of individual schools?
139
PQ-22
Norway
PQ-22
D
Are these school evaluations used by the authorities in the publication of tables that compare the
performance of individual schools?
Are these school evaluations used by educational authorities in the publication of tables that compare the
performance of individual schools?
Are these school evaluations used by the Ministry of Education in the publication of tables that compare
the performance of individual schools?
Are these school evaluations used by the Ministry of Education of the Slovak Republic in the publication
of tables that compare the performance of individual schools?
Are these school evaluations used by the Ministry of National Education in the publication of tables that
compare the performance of individual schools?
Other teachers of the school
How often teachers in this school are appraised by either you, other colleagues in the school, or an
external individual or body (for example, the secretariat of education)?
How often is the work of teachers in this school appraised by either you, other colleagues in the school,
or an external agency (for example, the secretariat of education)?
PQ-22
Poland
PQ-22
D
PQ-22
Portugal
PQ-22
D
PQ-22
PQ-22
D
PQ-22
Slovak
Republic
Turkey
PQ-22
D
PQ-23A-C
PQ-23A-C
Austria
Brazil
PQ-23B
PQ-23A-B
D
D
PQ-23A-C
Brazil
PQ-23C
D
PQ-23A-C
Estonia
PQ-23C
D
External agency (for example, the secretariat of education)
External assessor (individual or body)
PQ-23A-C
Malta
PQ-23A
D
Stem of the question changed:
How often is the work of teachers in this school appraised by either you, other colleagues in the school,
or an external individual or body (e.g. Education Officer)?
Nationally defined dimensions:
PQ-24A-Q
PQ-24A-Q
PQ-24A-Q
PQ-25A-F
PQ-26A-H
Austria
Austria
Netherlands
Brazil
Austria
PQ-24L
PQ-24M
PQ-24K
PQ-25F
PQ-26B
D
D
D
D
D
PQ-26A-H
PQ-26A-H
Bulgaria
Ireland
PQ-26H
PQ-26A
D
D
140
a) You (the Head of School)
b) Other teachers or members of the school management team
c) External individual or body (e.g. Education Officer / Audit Team)
Teachers’ knowledge of their subject fields
Teachers’ knowledge of instructional methods in their subjects
Classroom management (e.g. maintain discipline, planning, choice of methods)
A working plan or training to improve their teaching
To inform an administrative level above the school (school governing board, community, district school
inspectorate (BSI), province school inspectorate (LSI), school authority)
To take decisions about school environment improvement
Stem of the question changed:
TALIS User Guide to the International Database
PQ-26A-H
Ireland
PQ-26B
D
Please rate the importance of each of the following objectives in the appraisal of teachers’ work at this
school?
Stem of the question changed:
Please rate the importance of each of the following objectives in the appraisal of teachers’ work at this
school?
PQ-26A-H
Ireland
PQ-26C-H
D
PQ-26A-H
Malta
PQ-26B
D
PQ-26A-H
Portugal
PQ-26B
D
PQ-27A-C
PQ-27A-C
PQ-27A-C
PQ-28A-G
Brazil
Estonia
Malta
Austria
PQ-27C
PQ-27C
PQ-27C
PQ-28E
D
D
D
D
PQ-28A-G
Brazil
PQ-28C
D
PQ-28A-G
Ireland
PQ-28E
D
PQ-28A-G
Malta
PQ-28E
D
PQ-28A-G
Portugal
PQ-28E
D
PQ-29A-I
PQ-29A-I
PQ-29A-I
PQ-29A-I
PQ-29A-I
PQ-29A-I
PQ-29A-I
PQ-30A-N
Austria
Austria
Austria
Iceland
Ireland
Ireland
Poland
Austria
PQ-29A
PQ-29C
PQ-29D
PQ-29B
PQ-29E
PQ-29G
PQ-29B
PQ-30D
D
D
D
D
D
D
D
D
TALIS User Guide to the International Database
To inform an administrative level above the school (VEC, trustees, board of management, DES / school
inspectorate)
Stem of the question changed:
Please rate the importance of each of the following objectives in the appraisal of teachers’ work at this
school?
To inform an administrative level above the school (school governing board, Education Officer, College
Principal, Directorate of Education)
To inform an administrative level above the school (school board, municipality, education regional
direction, school inspectorate)
External individual or body (for example, the secretariat of education)
External assessor (individual or body)
External individual or body (e.g. Audit Team)
I, or others in the school, report the underperformance to another body to take action (e. g. district
school inspectorate (BSI), province school inspectorate (LSI), school governing board)
I, or others in the school establish a working plan or training for the teacher to address the weaknesses
in their teaching
I, or others in the school, report the underperformance to another body to take action (e.g. Board of
Management, VEC)
I, or others in the school, report the underperformance to another body to take action (e.g. school
governing board, Education Officer, College Principal, Directorate of Education)
I, or others in the school, report the underperformance to another entity to take action (education local
council, school inspectorate)
A lack of qualified (registered) teachers
A lack of instructional support personnel (e. g. support teachers)
A lack of other support personnel (e. g. psychologist, Social worker, speech therapist)
A lack of technicians
Shortage or inadequacy of instructional materials (e.g. textbooks, software)
Shortage or inadequacy of other equipment (e.g. science, P.E. equipment)
A lack of technical personnel (running laboratories and workrooms)
Cheating (during exams)
141
PQ-30A-N
PQ-30A-N
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
142
Belgium (Fl.)
Brazil
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
PQ-30M
PQ-30M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
D
D
D
Absenteeism (i.e. unjustified absences)
Absenteeism (for example, unjustified absences)
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School community committee
4 = District- or province school inspectorate or community
5 = Federal ministry (BMUKK)
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School board
4 = School groups, school clusters or umbrella organisations
5 = Ministry of Education and Training
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School governing board
4 = State and municipal education authority
5 = Federal education authority
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = Pedagogical council
4 = Regional or local educational structures
5 = Ministry of Education and Science
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School governing board
4 = Municipal school education authority
5 = Educational authorities of the state (national government)
Nationally defined categories:
TALIS User Guide to the International Database
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
Iceland
Ireland
Italy
Korea
Lithuania
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
D
1 = Principal
2 = Teachers
3 = School governing board
4 = Educational authority of the county or the municipality
5 = Ministry of Education and Science
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School board
4 = Regional authority or municipality
5 = Ministry of education
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School board of management
4 = VEC
5 = Dept. of Education and Science
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School council
4 = Regions and other local governments
5 = Ministry of Education and its local offices
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School council and school management committee
4 = Municipal / provincial or local office of education
5 = Ministry of Education
Nationally defined categories:
1
2
3
4
TALIS User Guide to the International Database
=
=
=
=
Principal
Teachers
School board
Municipal education department
143
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
Malaysia
Malta
Mexico
Norway
Poland
Portugal
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31A-M
D
5 = Board of Education and Science
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School Governing Board
4 = State Education Department (SED)/ District Education Office (DEO)
5 = Ministry level
Nationally defined categories:
D
1 = Head of School
2 = Teachers
3 = School governing board
4 = College Principal
5 = Directorate of Education
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School governing board
4 = Regional or local education authority
5 = Federal national education authority
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = Municipal school authorities
4 = County governor
5 = Ministry of Education and Research / Norwegian Directorate for Education and Training
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School governing body
4 = Educational superintendent offices, educational inspectors
5 = Ministry of National Education
Nationally defined categories:
1 = Principal
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PQ-31A-M
PQ-31A-M
PQ-31A-M
PQ-31M1-M5
PQ-31M1-M5
Slovak
Republic
PQ-31A-M
Slovenia
PQ-31A-M
Spain
Netherlands
Turkey
PQ-31A-M
PQ-31M1-M5
PQ-31M1-M5
D
2 = Teachers
3 = School management organism
4 = Regional or local education authority
5 = National education authority
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School board
4 = Establisher or higher regional authority
5 = Ministry of Education of the Slovak Republic
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School council
4 = Local community
5 = Ministry of education and sports
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School Academic Council
4 = Regional or local education authority
5 = National education authority
Nationally defined categories:
D
1 = Principal
2 = Teachers
3 = School governing board
4 = Municipality
5 = Ministry of education
Nationally defined categories:
1
2
3
4
5
TALIS User Guide to the International Database
=
=
=
=
=
Principal
Teachers
School management
Provincial or District Directorate for National Education
Ministry of National Education
145
PQ-33
Austria
PQ-33
D
When a teacher begins teaching at this school, does he / she undertake a formal support process for
career starters or new teachers?
Nationally defined categories:
PQ-33
Belgium (Fl.)
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no support process for career starters or new teachers
When a teacher begins teaching at this school, does he / she undergo a formal guidance process?
Nationally defined categories:
PQ-33
Bulgaria
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no starting guidance for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake formal instructions?
Nationally defined categories:
PQ-33
Denmark
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there are no instructions for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal introduction
programme?
Nationally defined categories:
PQ-33
Estonia
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no introduction programme for teachers who are new to this school
Stem of the question changed:
When a teacher begins teaching at this school, does he / she undertake a formal induction process
(including induction year)?
Nationally defined categories:
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PQ-33
Hungary
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no adaptation programme for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal managing process?
Nationally defined categories:
PQ-33
Italy
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no managing process for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal guidance and settling-in
process?
Nationally defined categories:
PQ-33
Korea
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no guidance and settling-in process for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal job orientation process?
Nationally defined categories:
PQ-33
Netherlands
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no job orientation process for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal introduction course?
Nationally defined categories:
PQ-33
Poland
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no introduction course for teachers who are new to this school
When a teacher begins teaching at this school, does he / she undertake a formal internship?
Nationally defined categories:
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no internship for teachers who are new to this school
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147
PQ-33
Portugal
PQ-33
D
When a teacher begins teaching at this school, does he / she undertake a formal introduction process to
the school’s organisational model ?
Nationally defined categories:
PQ-33
Turkey
PQ-33
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no introduction process to the school’s organisational model for teachers who are new to
this school
When a teacher begins teaching at this school, does he / she undertake a formal preparatory training
process?
Nationally defined categories:
PQ-34
Austria
PQ-34
D
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
Belgium (Fl.)
Bulgaria
Denmark
Estonia
Hungary
Italy
Korea
Poland
Portugal
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
PQ-34
D
D
D
D
D
D
D
D
D
PQ-34
PQ-35
Turkey
Portugal
PQ-34
PQ-35
D
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no preparatory training process for teachers who are new to this school
If ‘Yes’ in the previous question (question 33), who organises the support process for career starters or
new teachers?
If ‘Yes’ in the previous question, who organises the initial guidance?
If ‘Yes’ in the previous question, who organises the instructions?
If ‘Yes’ in the previous question, who organises the introduction programme?
If ‘Yes’ in the previous question, who organises the adaptation programme?
If ‘Yes’ in the previous question, who organises the managing process?
If ‘Yes’ in the previous question, who organises the guidance and settling-in process?
If ‘Yes’ in the previous question, who organises the job orientation process?
If ‘Yes’ in the previous question, who organises the internship?
If ‘Yes’ in the previous question, who organises the introduction process to the school’s organisational
model?
If ‘Yes’ in the previous question, who organises the preparatory training process?
Nationally defined categories:
D
1 = Yes, for all teachers who are new to this school
2 = Yes, but only for teachers for whom this is their first teaching job
3 = No, there is no induction programme or policy in this school for teachers who are new to this school
Stem of the question changed:
PQ-36
Portugal
PQ-36
In case of an affirmative answer in the previous question, is (are) the mentor teacher’s subject area(s)
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usually the same as that of the new teacher?
8.3.3
Country-specific adaptations to the teacher questionnaire
Country-specific adaptations were agreed upfront with the NPM in line with the rules and guidelines for national adaptations. In the below table, entries are sorted
by the concerned Question group first, then by Country, then by the specific question Location affected. Question group and location are given in the notation
Questionnaire-QuestionNumber, e.g. TQ-07 for question 7 in the teacher questionnaire.
The column Adaptation describes the change from the international source version along with any applicable recoding action that was carried out at the IEA Data
Processing and Research Center during the data processing. For structural adaptations, this column holds an explanation of the change, e.g. “Nationally defined
categories”. For non-structural adaptations, for the most part adaptations of terms in pointed brackets (<>), the column holds the back translation of the entire
concerned passage into English. Both types of adaptation may occur in combination.
Country-specific adaptations have one of two different codes assigned to them:
•
Code D: National data are included in the international database.
This code is used for questions where the specific national version was considered appropriate for comparison.
•
Code X: National data are not included in the international database.
This code is used to refer to a few questions that were not administered, not applicable, or deleted for any of several reasons (e.g., not internationally
comparable, removed because of NPM request, or removed due to other data problems).
Table 8.6 List of country-specific adaptations to the teacher questionnaire sorted by question group, country and location
Question
group
TQ-02
TQ-03
Country
Location
Code
Adaptation
Estonia
TQ-02
D
National categories recoded to fit international categories:
D
1 = Under 25
2 = 25-29
3 = 30-39
4 = 40-44 / 45-49
5 = 50-54 / 54-59
6 = 60-64 / 65+
Nationally defined categories:
Denmark
TQ-03
1 = Full-time
2 = Part-time (50-90% of full-time hours, app. 19-33 hours per week)
3 = Part-time (less than 50% of full-time hours, app. 18 hours per week or less)
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149
TQ-03
TQ-04
TQ-06
Italy
Ireland
Belgium (Fl.)
TQ-03
TQ-04
TQ-06
D
National categories recoded to fit international categories:
D
1 = Full-time
2 = Part-time (50-90% of full-time hours)
3 = Category not administered or data not available
Stem of the question changed:
D
Do you work as a teacher of Junior Cycle students at another school as well as this school? (Do not
include ‘grind schools’)
Stem of the question changed:
What is your employment status as a teacher at this school?
Please choose the employment status that accounts for the largest part of your assignment
TQ-06
TQ-06
TQ-06
TQ-07
Brazil
Italy
Portugal
Australia
TQ-06
TQ-06
TQ-06
TQ-07
D
1 = Permanent employment (an ongoing contract with no fixed end-point before the age of retirement)
2 = Temporary appointment of fixed duration for a period of more than one school-year
3 = Temporary appointment of fixed duration for a period of one school-year or less
Nationally defined categories:
D
1 = Non-fixed term contract (an ongoing contract with no fixed end-point before the time / age of
retirement)
2 = Fixed term contract for a period of more than one school-year
3 = Fixed term contract for a period of one school-year or less
National categories recoded to fit international categories:
D
1 = Permanent employment (an ongoing contract with no fixed end-point before the age of retirement)
2 = Category not administered or data not available
3 = Fixed-term contract for a period of one school-year or less
Nationally defined categories:
D
1 = Teacher who is part of the school staff / Teacher who has an “effective contract” with the school
2 = Teacher assigned to the school for a period higher than one school year / Teacher hired by the
school for a period higher than one school year
3 = Teacher assigned to the school for a period equal or lower than one school year / Teacher hired by
the school for a period equal or lower than one school year
Nationally defined categories:
1 = Post secondary, non-tertiary education or less (e.g. Year 10 exit qualification, Year 12 exit
qualification)
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TQ-07
Austria
TQ-07
D
2 = First stage of tertiary education not leading to an advanced research qualification including
programmes that are generally more practical / technical / occupation specific (e.g. Vocational Training
Certificate, TAFE, Trade Certificate)
3 = Dip.Ed or Bachelor Degree
4 = Master's Degree
5 = Second stage of tertiary education leading to an advanced research qualification (e.g. PhD)
Stem of the question changed:
Which formal education do you have completed?
Please mark all that apply
National categories recoded to fit international categories:
TQ-07
TQ-07
TQ-07
Belgium (Fl.)
Brazil
Bulgaria
TQ-07
TQ-07
TQ-07
TALIS User Guide to the International Database
D
1 = School with “final exam” (e.g. grammar school, higher technical college, higher economical college,
old teacher education institution)
2 = Teacher training at a pedagogical academy (or something similar such as a vocational pedagogical
academy)
3 = University course or university of advanced science with Bachelor’s Degree
4 = University course or university of advanced science with Master’s Degree
5 = PhD-course
Nationally defined categories:
D
1 = Degree of secondary education / social advancement secondary education
2 = Degree of one cycle higher education / professional bachelor / social advancement higher education
(e.g. programme to obtain certificate of pedagogical competence)
3 = Academic bachelor (obtained within higher education or university education)
4 = Licentiate or master (obtained within higher education or university education) / Academic teacher
training
5 = Doctoral Degree
National categories recoded to fit international categories:
D
1 = Below higher education
2 = Higher education - Higher education programmes in technology
3 = Higher education – Pedagogy / Higher education – Licentiate / Higher education – Other
programmes / Specialization (lato sensu)
4 = Master's degree (stricto sensu)
5 = Doctoral degree (stricto sensu)
Nationally defined categories:
151
TQ-07
TQ-07
TQ-07
TQ-07
Denmark
Estonia
Hungary
Iceland
TQ-07
TQ-07
TQ-07
TQ-07
D
1 = Vocational education after upper secondary education or below
2 = Higher education (Specialist)
3 = Higher education (Bachelor)
4 = Higher education (Master)
5 = Higher education (Doctor)
Nationally defined categories:
D
1 = General or vocational upper secondary education or below (e.g. high school certificate, commercial
school certificate)
2 = Short-cycle higher education (e.g. academy profession degree in computer science, chemist’s
assistant)
3 = Medium-cycle higher education (e.g. teacher, kindergarten teacher)
4 = Long-cycle higher education (e.g. Master of Arts in humanities, Master of Arts in the theory of
education)
5 = PhD (specialist of scientific research)
Nationally defined categories:
D
1 = Secondary education, not completed higher education, or vocational education in school which
operates on the basis of basic education
2 = Applied higher education, or secondary specialized education after secondary school
3 = Academic higher education, Bachelor’s Degree or degree considered equal of Bachelor’s Degree
4 = Academic higher education, Master’s Degree or degree considered equal of Master’s Degree
5 = Doctoral Degree
Nationally defined categories:
D
1 = Does not have tertiary qualification
2 = Post-secondary with no more than three years of tuition, but accredited as a tertiary level of
vocational education
3 = College degree
4 = University degree
5 = Scientific degree (PhD or doctorate)
Nationally defined categories:
1
2
3
4
5
152
=
=
=
=
=
Less than a university degree
Teacher's Degree
BA, BSc or BEd. Degree
Master's Degree
Doctor's degree
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TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
Ireland
Italy
Korea
Lithuania
Malaysia
TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
D
Nationally defined categories:
D
1 = Leaving Certificate / apprenticeship / PLC course / Certificate (not third level)
2 = Third level Certificate / diploma (e.g. institute of technology / regional technical college)
3 = University degree / Post-graduate diploma
4 = Master’s Degree
5 = PhD / Doctorate
Nationally defined categories:
D
1 = Upper secondary school degree or below
2 = Music Conservatory degree, Academy of Fine Arts degree, National Academy of Drama degree,
Higher Institute for Applied Arts degree, National Dance Academy degree
3 = Higher education degree (short degree course; old programme); Higher education first course
degree (three year long degree courses (i.e. Bachelor's degrees); new programme)
4 = Higher education degree (long degree course; old programme), Higher education second course
degree (two year long degree courses (i.e. Master's degrees); new programme), Higher education long
course degree, First and Second level Master's, Advanced scientific or higher continuing education course
degree, Specialisation course degree
5 = PhD
Nationally defined categories:
D
1 = Below university
2 = College
3 = University
4 = Master’s Degree
5 = PhD
Nationally defined categories:
D
1 = Lower than higher education
2 = Higher non-university
3 = Bachelor's Degree
4 = Master's (or equivalent) Degree
5 = PhD Degree
Nationally defined categories:
1
2
3
4
TALIS User Guide to the International Database
=
=
=
=
Secondary education level
Teaching Certificate / Diploma level
First Degree level
Master's level
153
TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
154
Malta
Mexico
Netherlands
Norway
Poland
Portugal
TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
TQ-07
D
5 = Doctoral level
Nationally defined categories:
D
1 = MATSEC Advanced level / Technical Institute City & Guilds Full Certificate / Diploma
2 = Teacher Training certificate / Diploma
3 = Bachelor’s Degree
4 = Master's Degree
5 = Doctoral Degree
Nationally defined categories:
D
1 = Upper high school, the professional technician or normal school before 1983
2 = Technician superior
3 = Special teachers' programme, university degree or technology degree
4 = Master's Degree
5 = Doctorate
National categories recoded to fit international categories:
D
1 = Upper secondary education or senior vocational training or less
2 = Category not administered or data not available
3 = Higher vocational training or university Bachelor's Degree
4 = University Master's Degree
5 = Post university
National categories recoded to fit international categories:
D
1 = No higher education completed
2 = Category not administered or data not available
3 = Teacher training and optional further education / Lower university degree, three to five years
4 = An education at university / state university college which lasted at least five years (e.g. a higher
university degree or Master's Degree)
5 = Doctoral Degree
Nationally defined categories:
D
1 = Below higher education degree
2 = Completed post-secondary education institution training teachers
3 = Vocational higher education degree (bachelor, engineer)
4 = Master's Degree
5 = Doctoral Degree
Nationally defined categories:
TALIS User Guide to the International Database
TQ-07
TQ-07
TQ-07
TQ-07
Slovak
Republic
TQ-07
Slovenia
TQ-07
Spain
Turkey
TQ-07
TQ-07
D
1 = Below Bachelor's Degree
2 = Bachelor's Degree or equivalent
3 = Honour’s Degree or equivalent
4 = Master's Degree or equivalent
5 = Doctorate, Post-Doctorate
National categories recoded to fit the international categories:
D
1 = Lower than university education
2 = Category not administered or data not available
3 = Bachelor's Degree
4 = University education (Mgr., Ing., PhDr., RNDr., PaedDr.)
5 = Doctor’s education (PhD.)
Nationally defined categories:
D
1 = Completed upper secondary education
2 = Higher education
3 = Bachelor's Degree / university degree
4 = Master's Degree
5 = Doctorate
Nationally defined categories:
D
1 = Primary teacher (Low General Education before 1970)
2 = High level vocational education
3 = University first degree, Bachelor's Degree
4 = University second degree, Master's Degree
5 = Doctorate
Nationally defined categories:
TQ-08A-D
Austria
TQ-08A
D
1 = Upper secondary level
2 = First stage of tertiary education (lasting two or three years)
3 = Tertiary education (first degree [BA])
4 = Tertiary education (second degree [MS / MA])
5 = Advanced research programmes (PhD)
Teaching of students in school (either whole class, in groups or individually).
TQ-08A-D
TQ-10
Poland
Denmark
TQ-08C
TQ-10
D
D
Please convert units of 50 minutes in solid hours (60 minutes) (Only in German version)
Administrative duties either in school or out of school (including paperwork)
How long have you been working as a teacher at this school?
TALIS User Guide to the International Database
155
TQ-11A1-A2
Austria
TQ-11A1-A2
D
TQ-11A-G
TQ-11A-G
Portugal
Slovak
Republic
TQ-11G
TQ-11A-G
D
D
TQ-11C1-C2
TQ-11E1-E2
Brazil
Ireland
TQ-11C1-C2
TQ-11E1-E2
D
D
TQ-11G1-G2
TQ-11G1-G2
Brazil
Estonia
TQ-11G1-G2
TQ-11G1-G2
D
D
TQ-12
Brazil
TQ-12
D
Where possible exclude extended periods of absence (periods of time, during which you have worked as
something else than teacher)
Courses / workshops (e.g. on subject matter or methods and / or other education-related topics), also
school-internally education
Teachers’ supervision and / or observation and coordination, as part of a formal school arrangement
Stem of the question changed:
From beginning of the last school year did you participate in any of the following kinds of professional
development activities, and what was the impact of these activities on your development as a teacher?
Qualification programme (for example, an undergraduate or graduate degree programme)
Participation in a network of teachers formed specifically for the professional development of teachers
(e.g. subject association)
Mentoring and / or peer observation and supervision, organised formally by the school
Supervising colleagues / mentoring them and / or peer observation and coaching as part of a formal
school arrangement
Stem of the question changed:
In all, how many hours of professional development did you attend during the last 18 months?
TQ-12
Bulgaria
TQ-12
D
Round to whole numbers (hours)
Write 0 (Zero) if you did not participate in any professional development
Stem of the question changed:
In all, how many days of professional development did you attend during the last 18 months?
TQ-12
TQ-13
Slovak
Republic
TQ-12
Brazil
TQ-13
D
Please, consider the defined activities for professional development in question 11
Stem of the question changed:
D
In all, how many days of professional development did you attend from beginning of the last school
year?
Stem of the question changed:
Of these, how many hours were compulsory for you to attend as part of your job as a teacher?
TQ-13
Bulgaria
TQ-13
D
Round to whole numbers (hours)
Write 0 (Zero) if none
Stem of the question changed:
How many days of the days indicated in question 12 were compulsory for you to attend as part of your
156
TALIS User Guide to the International Database
TQ-14
TQ-15
TQ-15
TQ-15
TQ-16
Slovak
Republic
TQ-14
Ireland
TQ-15
Slovak
Republic
TQ-15
Spain
TQ-15
D
job as a teacher?
Stem of the question changed:
D
For the professional development in which you participated from beginning of the last school year, how
much did you personally have to pay for?
Stem of the question changed:
D
For the professional development in which you participated in the last 18 months, did you receive
scheduled time (i.e., were you permitted to be absent from classes) to undertake the professional
development that took place during regular work hours?
Stem of the question changed:
D
For the professional development in which you participated from the beginning of the last school year,
did you receive scheduled time for undertaking the professional development that took place during
regular work hours?
Stem of the question changed:
D
Regarding your participation in activities of professional development during the last 18 months, have
you had time programmed for the professional development carried out during your normal work
schedule?
Stem of the question changed:
D
For the professional development in which you participated from the beginning of the last school year,
did you receive a salary supplement for undertaking the professional development activities that took
place outside regular work hours?
Stem of the question changed:
Slovak
Republic
TQ-16
Slovak
Republic
TQ-17A-B
TQ-18A-K
TQ-18A-K
TQ-18A-K
Austria
Austria
Ireland
TQ-18D
TQ-18E
TQ-18A-D
D
D
D
Thinking about less formal professional development, from the beginning of the last school year, did you
participate in any of the following activities, and what was the impact of these activities on your
development as a teacher?
Knowledge about my subject fields
Knowledge about instructional methods in my subjects
Stem of the question changed:
TQ-18A-K
Ireland
TQ-18E
D
Please indicate the extent of your professional development needs in each of the areas listed.
Stem of the question changed:
TQ-17A-B
Please indicate the extent of your professional development needs in each of the areas listed.
TALIS User Guide to the International Database
157
TQ-18A-K
Ireland
TQ-18F-K
D
Knowledge and understanding of teaching methods (i.e., how to mediate knowledge) in my main subject
field(s)
Stem of the question changed:
TQ-18A-K
TQ-18A-K
TQ-18A-K
Netherlands
Poland
Portugal
TQ-18C
TQ-18K
TQ-18E
D
D
D
TQ-19
Slovak
Republic
TQ-19
D
Please indicate the extent of your professional development needs in each of the areas listed.
Classroom management (e.g. maintaining discipline, planning, choice of methods)
Student counselling and psychological help
Knowledge and understanding of pedagogical practices (knowledge mediation) in my main subject
field(s)
Stem of the question changed:
Estonia
TQ-20A-G
D
From beginning of the last school year, did you want to participate in more professional development
than you did?
Stem of the question changed:
TQ-20A-G
If you answered „Yes”, then which were the main reasons preventing you from participating?
Nationally defined dimensions:
TQ-20A-G
TQ-21A-C
TQ-21A-C
TQ-21A-C
TQ-21A-C
TQ-22A-R
TQ-22A-R
TQ-22A-R
TQ-22A-R
Ireland
Austria
Brazil
Estonia
Malta
Austria
Austria
Netherlands
Portugal
TQ-20C
TQ-21C
TQ-21C
TQ-21C
TQ-21C
TQ-22L
TQ-22M
TQ-22K
TQ-22M
D
D
D
D
D
D
D
D
D
TQ-24A-H
TQ-24A-H
TQ-24A-H
Austria
Austria
Brazil
TQ-24B
TQ-24C
TQ-24D
D
D
D
158
A: I did not have the prerequisites (e.g. qualifications, experience, seniority).
B: Training or other professional development activity was too expensive / I could not afford it
C: There was a lack of employer support
D: Training or other professional development activity conflicted with my work schedule
E: I didn’t have time because of family responsibilities.
F: There was no suitable training or other professional development activity offered
G: Other (please specify):
There was a lack of employer support (i.e., funding and encouragement)
External individual or body (e.g. external inspector), please exclude parents
Individual or external body (for example, the secretariat of education)
External assessor (individual or body)
External individual or body (e.g. Education Officer / Audit Team)
Knowledge of your subject fields
Knowledge of instructional methods in your subjects
Classroom management (e.g. maintaining discipline, planning, choice of methods)
Knowledge and understanding of pedagogical practices (knowledge mediation) in my main subject
field(s)
Knowledge of your subject fields
Knowledge of instructional methods in your subjects
A working plan or training to improve your teaching
TALIS User Guide to the International Database
TQ-24A-H
Ireland
TQ-24C
D
TQ-24A-H
TQ-24A-H
Netherlands
Portugal
TQ-24A
TQ-24C
D
D
TQ-28A-J
TQ-28A-J
TQ-28A-J
Austria
Austria
Brazil
TQ-28G
TQ-28H
TQ-28E
D
D
D
TQ-28A-J
Brazil
TQ-28F
D
TQ-28A-J
Ireland
TQ-28A-J
D
Knowledge and understanding of teaching methods (i.e. how to mediate knowledge) in your main
subject field(s)
Classroom management (e.g. maintaining discipline, planning, choice of methods)
Your knowledge and understanding of pedagogical practices (knowledge mediation) in your main subject
field(s)
If I improve the quality of my teaching at this school, I will receive monetary or nonmonetary rewards
If I am more innovative in my teaching at this school, I will receive monetary or nonmonetary rewards
In my opinion, in this school a working plan or training is established for teachers to improve their work
as a teacher
In my opinion, in this school the most effective / best teachers receive the greatest monetary and nonmonetary rewards
Stem of the question changed:
D
To what extent do you agree or disagree with the following statements regarding the appraisal and / or
feedback of teachers in this school more generally?
Stem of the question changed:
TQ-29A-L
Ireland
TQ-29A-L
TQ-30A-L
TQ-30A-L
TQ-30A-L
Bulgaria
Bulgaria
Estonia
TQ-30F
TQ-30I
TQ-30I
D
D
D
TQ-30A-L
TQ-30A-L
TQ-30A-L
TQ-30A-L
TQ-31A-J
TQ-32A-K
TQ-32A-K
TQ-33A-K
TQ-33A-K
TQ-33A-K
Ireland
Ireland
Ireland
Lithuania
Ireland
Bulgaria
Bulgaria
Austria
Bulgaria
Denmark
TQ-30C
TQ-30E
TQ-30I
TQ-30B
TQ-31E
TQ-32A
TQ-32C
TQ-33E
TQ-33F
TQ-33G
D
D
D
D
D
D
D
D
D
D
Please indicate how much you disagree or agree with each of the following statements regarding your
personal beliefs on teaching and learning
I evaluate students according to common standards
Take part in activities, related to my professional learning (e.g. work in team)
Participate in professional development activities (e.g. curriculum committee or in another working
group)
Discuss and decide on the selection of instructional media (e.g. textbooks, exercise books, software)
Attend year meetings for the students I teach
Take part in professional learning activities (e.g. year or subject area meetings)
Automatically coded to constant "Never"
I usually know how to get through to students (e.g., motivate them to learn).
In meetings, the principal discusses school educational goals with teachers
The principal or someone else in the school management team observes teaching in classes
Living languages
Information technology
Practical / musical subjects (art)
D
Visual Arts, Music, Movie and television, Creative art, Drama, Photo, Drawing, Wood and metalwork,
Needlework
National dimensions recoded to fit international dimensions:
TQ-33A-K
Estonia
TQ-33A
TALIS User Guide to the International Database
159
Reading, writing and literature (excluding Estonian as a second language) / Reading, writing and
literature in Estonian as a second language (state language)
TQ-33A-K
Estonia
TQ-33F
D
Of the compulsory subjects of the basic school curriculum this includes Estonian language and literature
in schools where Estonian is the language of instruction and Russian language and literature in schools
where Russian is the language of instruction / Of the compulsory subjects of the basic school curriculum
this includes Estonian language in schools where the language of instruction is Russian or other
National dimensions recoded to fit international dimensions:
Technology / Information technology
TQ-33A-K
Estonia
TQ-33G
D
Includes work and technology studies including electronics, workshop technology / design technology,
construction / surveying / Includes computer studies, computer graphics and design, keyboard skills,
word processing
National dimensions recoded to fit international dimensions:
Handicraft / Arts
TQ-33A-K
Estonia
TQ-33J
D
Of the compulsory subjects of the basic school curriculum this includes arts and music and arts-related
electives including visual arts, practical art, drama, performance music, photography, drawing
Pre-vocational and practical preparation
TQ-33A-K
TQ-33A-K
TQ-33A-K
Ireland
Ireland
Mexico
TQ-33E
TQ-33I
TQ-33I
D
D
D
Includes preparation for a specific work/occupation (e.g. accountancy, business studies, career
education, clothing and textiles, driving, home economics, polytechnic courses and techniques,
secretarial studies, tourism and hospitality, handicraft.)
Languages other than English and Irish
Religion
Ethics
TQ-34
Austria
TQ-34
D
Includes society, culture and ethics
Nationally defined categories:
1
2
3
4
5
6
7
160
=
=
=
=
=
=
=
Reading, writing and literature
Mathematics
Science
Social science
Living languages
Technology
Arts
TALIS User Guide to the International Database
TQ-34
TQ-34
TQ-34
Belgium (Fl.)
Bulgaria
Denmark
TQ-34
TQ-34
TQ-34
D
8 = Physical education
9 = Religion and / or ethics
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
D
1 = Reading, writing and literature
2 = Mathematics
3 = Science
4 = Social studies
5 = Modern foreign languages
6 = Technology
7 = Arts
8 = Physical education
9 = Religion and / or ethics
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
D
1 = Reading, writing and literature
2 = Mathematics
3 = Science
4 = Social studies
5 = Modern foreign languages
6 = Information technology
7 = Arts
8 = Physical education
9 = Religion
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
1
2
3
4
5
6
7
TALIS User Guide to the International Database
=
=
=
=
=
=
=
Reading, writing and literature
Mathematics
Science
Social studies
Modern foreign languages
Technology
Practical / musical subjects (art)
161
TQ-34
TQ-34
TQ-34
Estonia
Ireland
Lithuania
TQ-34
TQ-34
TQ-34
D
8 = Physical education
9 = Religion
10 = Practical and vocational skills
11 = Other
National categories recoded to fit international categories:
D
1 = Reading, writing and literature (excluding Estonian as a second language) / Reading, writing and
literature in Estonian as a second language (state language)
2 = Mathematics
3 = Science
4 = Social studies
5 = Modern foreign languages
6 = Technology / Information technology
7 = Arts / Handicraft
8 = Physical education
9 = Religion and / or ethics
10 = Pre-vocational and practical preparation
11 = Other (please specify below)
Nationally defined categories:
D
1 = Reading, writing and literature (English and/or Irish)
2 = Mathematics
3 = Science
4 = Social studies
5 = Languages other than English and Irish
6 = Technology
7 = Arts
8 = Physical education
9 = Religion
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
1
2
3
4
5
6
162
=
=
=
=
=
=
Reading, writing and literature
Mathematics
Science
Social studies
Modern foreign languages
Technology
TALIS User Guide to the International Database
TQ-34
TQ-34
Mexico
TQ-34
D
7 = Arts
8 = Physical education
9 = Religion and / or ethics
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
D
1 = Reading, writing and literature
2 = Mathematics
3 = Science
4 = Social studies
5 = Modern foreign languages
6 = Technology
7 = Arts
8 = Physical education
9 = Ethics
10 = Practical and vocational skills
11 = Other
Nationally defined categories:
Slovak
Republic
TQ-34
TQ-36
Belgium (Fl.)
TQ-36
D
1 = Language of instruction (e.g. Slovak language and literature, Hungarian language and literature)
2 = Mathematics
3 = Science subjects (e.g. physics, chemistry, biology)
4 = Social science (e.g. geography, history, social studies)
5 = Modern foreign languages
6 = Technology
7 = Art education (e.g. arts, music)
8 = Physical education
9 = Religious education (e.g. religion, ethics)
10 = Practical and vocational skills
11 = Other
Stem of the question changed:
TQ-36
Ireland
TQ-36
D
Have you been specifically trained to teach this subject?
Stem of the question changed:
D
Was the teaching of this subject part of your pre-service teacher training?
National categories recoded to fit international categories:
TQ-37
Australia
TQ-37
TALIS User Guide to the International Database
163
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
D
1 = Year 7
2 = Year 8
3 = Year 9
4 = Year 10
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Grade 5
2 = Grade 6
3 = Grade 7
4 = Grade 8
5 = Category not administered or data not available
National categories recoded to fit international categories
D
1 = First year A / First year B
2 = Second year / Pre-vocational year
3 = Category not administered or data not available
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = sixth year or fifth grade of elementary education or equivalent
2 = seventh year or sixth grade of elementary education or equivalent
3 = eighth year or seventh grade of elementary education or equivalent
4 = ninth year or eighth grade of elementary education or equivalent
5 = Category not administered or data not available
National categories recoded to international categories:
D
1 = Fifth grade
2 = Sixth grade
3 = seventh grade
4 = eighth grade
5 = Category not administered or data not available
National categories recoded to fit international categories:
1
2
3
4
164
=
=
=
=
Seventh grade
Eighth grade
Ninth grade
Tenth grade
TALIS User Guide to the International Database
TQ-37
Estonia
TQ-37
D
5 = Category not administered or data not available
Stem of the question changed:
What is the grade level of this class that you teach the subject you selected previously (in question 34)?
National categories recoded to fit international categories:
TQ-37
TQ-37
TQ-37
TQ-37
Hungary
Iceland
Ireland
Italy
TQ-37
TQ-37
TQ-37
TQ-37
D
1 = Seventh grade
2 = Eighth grade
3 = Ninth grade
4 = Category not administered or data not available
5 = Category not administered or data not available
Nationally defined categories:
D
1 = Grade 5 of primary school (or accordant)
2 = Grade 6 of primary school (or accordant)
3 = Grade 7 of primary school (or accordant)
4 = Grade 8 of primary school (or accordant)
National categories recoded to fit international categories:
D
1 = Grade 8
2 = Grade 9
3 = Grade 10
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = First year
2 = Second year
3 = Third year
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to international categories:
1
2
3
4
5
TALIS User Guide to the International Database
=
=
=
=
=
Grade 1
Grade 2
Grade 3
Category not administered or data not available
Category not administered or data not available
165
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
Korea
Lithuania
Malaysia
Malta
Mexico
Netherlands
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
D
National categories recoded to fit international categories:
D
1 = Middle school Grade 1
2 = Middle school Grade 2
3 = Middle school Grade 3
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Fifth form
2 = Sixth form
3 = Seventh form
4 = Eighth form
5 = Ninth (1st gymnasium) form
6 = Tenth (2nd gymnasium) form
National categories recoded to fit international categories:
D
1 = Form 1 or Remove Class
2 = Form 2
3 = Form 3
4 = Category not administered or data not available
5 = Category not administered or data not available
Nationally defined categories:
D
1 = Form 1
2 = Form 2
3 = Form 3
4 = Form 4
5 = Form 5
National categories recoded to fit international categories:
D
1 = Grade 1
2 = Grade 2
3 = Grade 3
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
1 = Lower secondary education, year 1
166
TALIS User Guide to the International Database
TQ-37
TQ-37
TQ-37
TQ-37
TQ-37
Norway
Poland
Portugal
TQ-37
TQ-37
TQ-37
Slovak
Republic
TQ-37
Slovenia
TQ-37
D
2 = Lower secondary education, year 2
3 = Lower secondary education, year 3
4 = Category not administered or data not available
5 = Category not administered or data not available
National variables recoded to fit international categories:
D
1 = Eighth grade
2 = Ninth grade
3 = Tenth grade
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Gymnasium, Grade (year) 1
2 = Gymnasium, Grade (year) 2
3 = Gymnasium, Grade (year) 3
4 = Category not administered or data not available
5 = Category not administered or data not available
National categories recoded to fit international categories:
D
1 = Seventh grade of compulsory education
2 = Eighth grade of compulsory education
3 = Ninth grade of compulsory education
4 = Category not administered or data not available
5 = Category not administered or data not available
Nationally defined categories:
D
1 = Fifth grade of the elementary school or first grade of eight-year grammar school
2 = Sixth grade of elementary school or second grade of eight-year grammar school
3 = Seventh grade of elementary school or third grade of eight-year grammar school
4 = Eighth grade of elementary school or fourth grade of eight-year grammar school
5 = Ninth grade of elementary school
National categories recoded to fit international categories:
1
2
3
4
5
TALIS User Guide to the International Database
=
=
=
=
=
Seventh class
Eighth class
Ninth class
Category not administered or data not available
Category not administered or data not available
167
TQ-37
TQ-37
Spain
Turkey
TQ-37
TQ-37
D
National categories recoded to fit international categories:
D
1 = First Compulsory secondary education (ESO)
2 = Second Compulsory secondary education (ESO)
3 = Third Compulsory secondary education (ESO)
4 = Fourth Compulsory secondary education (ESO)
5 = Category not administered or data not available
Nationally defined categories:
TQ-39A-B
Lithuania
TQ-39B
D
TQ-40A-C
TQ-40A-C
Australia
Australia
TQ-40B
TQ-40C
D
D
TQ-40A-C
TQ-40A-C
Austria
Austria
TQ-40B
TQ-40C
D
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
Belgium (Fl.)
Belgium (Fl.)
Brazil
TQ-40B
TQ-40C
TQ-40B
D
D
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
Brazil
Bulgaria
Bulgaria
TQ-40C
TQ-40B
TQ-40C
D
D
D
TQ-40A-C
Denmark
TQ-40A
D
TQ-40A-C
Denmark
TQ-40B
D
TQ-40A-C
Denmark
TQ-40C
D
TQ-40A-C
Estonia
TQ-40A
D
168
1 = Sixth grade
2 = Seventh grade
3 = Eighth grade
4 = Category not administered or data not available
5 = Category not administered or data not available
Compared to other students in the same grade / year level more generally? (e.g. if a target class is fifth,
then comparing with all fifth form students of the country, if sixth, then comparing with all sixth form
students of the country and so on)
Students who have at least one parent / guardian who has completed high school or higher
Students who have at least one parent / guardian who has completed some form of tertiary education
(e.g. TAFE, Bachelor Degree, PhD)
Students who have at least one parent / guardian who has completed upper secondary level or higher
Students who have at least one parent / guardian who has completed either a university course, a
university of advanced science, a course for teacher training, a social or other college or a diploma as
master craftsman
Students who have at least one parent / guardian who has completed at least secondary education
Students who have at least one parent / guardian who has completed at least higher education
Students who have at least one parent / guardian who has completed upper secondary education or
higher
Students who have at least one parent / guardian who has completed higher education or higher
Students who have at least one parent / guardian who has completed secondary education or higher
Students who have at least one parent / guardian who has completed higher education or science
degree
Students who speak a different language than Danish at home (i.e. the language of instruction, Danish,
is the student’s second language)
Students who have at least one parent / guardian who has completed general or vocational upper
secondary education or higher education
Students who have at least one parent / guardian who has completed medium-cycle higher education or
long-cycle higher education
Students whose mother tongue differs from the language(s) of instruction
TALIS User Guide to the International Database
TQ-40A-C
Estonia
TQ-40B
D
TQ-40A-C
Estonia
TQ-40C
D
TQ-40A-C
Hungary
TQ-40B
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
Hungary
Iceland
Iceland
Ireland
TQ-40C
TQ-40B
TQ-40C
TQ-40A
D
D
D
D
TQ-40A-C
TQ-40A-C
Ireland
Ireland
TQ-40B
TQ-40C
D
D
TQ-40A-C
TQ-40A-C
Italy
Italy
TQ-40B
TQ-40C
D
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
Korea
Korea
Korea
Lithuania
Lithuania
Lithuania
Malaysia
TQ-40A
TQ-40B
TQ-40C
TQ-40A
TQ-40B
TQ-40C
TQ-40B
D
D
D
D
D
D
D
TQ-40A-C
TQ-40A-C
Malaysia
Malta
TQ-40C
TQ-40B
D
D
TQ-40A-C
TQ-40A-C
Malta
Mexico
TQ-40C
TQ-40A
D
D
TQ-40A-C
Mexico
TQ-40B
TALIS User Guide to the International Database
D
Students who have at least one parent / guardian who has completed secondary education (general
secondary education, vocational or specialized vocational education) after basic school
Students who have at least one parent / guardian who has completed tertiary education (applied or
academic higher education, Bachelor’s, Master’s or Doctoral Degree)
Students who have at least one parent / guardian who has completed full secondary qualification or
higher
Students who have at least one parent / guardian who has completed tertiary qualification or higher
Students who have at least one parent / guardian who has completed secondary education
Students who have at least one parent / guardian who has completed university degree
Students whose first language (i.e. language spoken at home) is different from the language(s) of
instruction (i.e. English or Gaeilge)
Students who have at least one parent / guardian who has completed Senior Cycle or higher
Students who have at least one parent / guardian who has completed third level education to at least
undergraduate degree level or higher
Students who have at least one parent / guardian who has completed upper secondary school or higher
Students who have at least one parent / guardian who has completed higher education (university or
academy) or higher
The percentage of students in the classroom who use an language other than Korean
The percentage of students with at least one parent or guardian who completed a high school course
The percentage of students with at least one parent or guardian who graduated from a university
Students whose first language is different from the language of instruction
Students who have at least one parent / guardian who has completed not less than secondary education
Students who have at least one parent / guardian who has completed higher education or has a PhD
Students who have at least one parent / guardian who has completed secondary-level education or
higher
Students who have at least one parent / guardian who has completed tertiary education or higher
Students who have at least one parent / guardian who has completed post-secondary education or
higher
Students who have at least one parent / guardian who has completed tertiary education
National categories recoded to fit international categories:
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed upper high school or professional
technician
169
TQ-40A-C
Mexico
TQ-40C
D
National categories recoded to fit international categories:
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed university or higher
TQ-40A-C
Netherlands
TQ-40B
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40A-C
Netherlands
Norway
Norway
Poland
TQ-40C
TQ-40B
TQ-40C
TQ-40A
D
D
D
D
TQ-40A-C
Poland
TQ-40B
D
TQ-40A-C
Poland
TQ-40C
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-40B
TQ-40C
TQ-40B
D
D
D
TQ-40C
D
Students who have at least one parent / guardian who has completed university
TQ-40A-C
Portugal
Portugal
Slovak
Republic
Slovak
Republic
Slovenia
National categories recoded to fit international categories:
1 = None / Less than 10%
2 = 10% or more but less than 20%
3 = 20% or more but less than 40%
4 = 40% or more but less than 60%
5 = 60% or more
Students who have at least one parent / guardian who has completed upper secondary education or
secondary education
Students who have at least one parent / guardian who has completed higher education or university
Students whose parents / guardians have at least completed upper secondary school
Students whose parents / guardians have at least completed higher education
Students whose first language is different from the language of instruction (most commonly, the
language of instruction is Polish)
Students who have at least one parent / guardian who has completed secondary education or has higher
education
Students who have at least one parent / guardian who has a higher education degree or has a Doctoral
Degree
Students who have at least one parent / guardian who has completed secondary education or higher
Students who have at least one parent / guardian who has completed a Bachelor's Degree or higher
Students who have at least one parent / guardian who has completed secondary school or higher
TQ-40B
D
TQ-40A-C
Slovenia
TQ-40C
D
TQ-40A-C
Spain
TQ-40B
D
Students who have at least one parent / guardian who has completed upper secondary education or
higher
Students who have at least one parent / guardian who has completed higher education, university
degree or higher
Students who have at least one parent / guardian who has completed baccalaureate or middle level
training cycle or higher level studies
TQ-40A-C
170
TALIS User Guide to the International Database
TQ-40A-C
Spain
TQ-40C
D
TQ-40A-C
TQ-40A-C
TQ-40A-C
TQ-42A-S
Turkey
Turkey
Turkey
Denmark
TQ-40A
TQ-40B
TQ-40C
TQ-42A-S
X
D
D
D
Students who have at least one parent / guardian who has completed Bachelor's Degree or Master's
Degree or other studies at a higher level
Dimension not administered or data not available
Students who have at least one parent / guardian who has completed upper secondary school
Students who have at least one parent / guardian who has completed university
Stem of the question changed:
How often do each of the following activities happen in this target class throughout the school year?
TQ-42A-S
TQ-42A-S
TQ-42A-S
TQ-42A-S
Norway
Poland
TQ-42A-S
TQ-42A-S
Slovak
Republic
TQ-42A-S
Slovenia
TQ-42A-S
D
Please note: Not all questions and answer categories fit the Danish school system. Therefore, please
answer as best as you can
Nationally defined categories:
D
1 = Never or hardly ever
2 = In about one-quarter of hours
3 = In about one-half of hours
4 = In about three-quarters of hours
5 = In almost every hour
Nationally defined categories:
D
1 = Never or hardly ever
2 = In about one-quarter of class meetings
3 = In about one-half of class meetings
4 = In about three-quarters of class meetings
5 = In almost every class meeting
Nationally defined categories:
D
1 = Never or hardly ever
2 = In about one-quarter of instructional lessons
3 = In about one-half of instructional lessons
4 = In about three-quarters of instructional lessons
5 = In almost every instructional lesson
Nationally defined categories:
1
2
3
4
TALIS User Guide to the International Database
=
=
=
=
Never or hardly ever
In about one-quarter of school lessons
In about one-half of school lessons
In about three-quarters of school lessons
171
TQ-43A-D
TQ-43A-D
Italy
Netherlands
TQ-43A
TQ-43A
D
D
TQ-43A-D
TQ-43A-D
Portugal
Turkey
TQ-43A
TQ-43A
D
D
172
5 = In almost every school lesson
When the lesson begins, I have to
When the lesson begins, I have to
effective teaching
When the lesson begins, I have to
When the lesson begins, I have to
wait quite a long time for students to keep silent
wait quite a long time for students to be quiet enough to start
wait quite a long time for students to calm themselves down
wait quite a long time to ensure silence in the classroom
TALIS User Guide to the International Database
8.4 Appendix A4 – Principal questionnaire codebook
Var. Question
Variable Variable Label
Code
Option
Location/Format
No.
Name
-------------------------------------------------------------------------------------------------------------------------------------1 IDSCHOOL
IDSCHOOL *SCHOOL ID*
VALUE
IDSCHOOL ID
14/N 4.0
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR:
1 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------2 PQ-01
BCG01
BACKGROUND/GENDER
1
Female
5
/C 1.0
2
Male
9
omitted
8
not admin.
VLD: BCG01$'1#2#9#8'
Flags: SCR:
2 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------3 PQ-02
BCG02
BACKGROUND/AGE GROUP
1
Under 40
6
/C 1.0
2
40-49
3
50-59
4
60+
9
omitted
8
not admin.
VLD: BCG02$'1#2#3#4#9#8'
Flags: SCR:
3 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------4 PQ-03
BCG03
BACKGROUND/RESPONSIBLE FOR MORE SCHOOLS
1
Yes
7
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BCG03$'1#2#9#8'
Flags: SCR:
4 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------5 PQ-04
BCG04
BACKGROUND/HIGHEST LEVEL OF EDUCATION
1
<Below ISCED Level 5>
8
/C 1.0
2
<ISCED Level 5B>
3
<ISCED Level 5A Bachelor degree>
4
<ISCED Level 5A Masters degree>
5
<ISCED Level 6>
9
omitted
8
not admin.
VLD: BCG04$'1#2#3#4#5#9#8'
Flags: SCR:
5 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------6 PQ-05
BCG05
BACKGROUND/EXPERIENCE PRINCIPAL
1
This is my first year
910/C 2.0
2
1-2 years
TALIS User Guide to the International Database
173
3
4
5
6
7
99
98
3-5 years
6-10 years
11-15 years
16-20 years
More than 20 years
omitted
not admin.
VLD: BCG05$'1#2#3#4#5#6#99#98'
Flags: SCR:
6 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------7 PQ-06
BCG06
BACKGROUND/EXPERIENCE PRINCIPAL SCHOOL
1
This is my first year
1112/C 2.0
2
1-2 years
3
3-5 years
4
6-10 years
5
11-15 years
6
16-20 years
7
More than 20 years
99
omitted
98
not admin.
VLD: BCG06$'1#2#3#4#5#6#99#98'
Flags: SCR:
7 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------8 PQ-07
BCG07
BACKGROUND/EXPERIENCE SUBJECT TEACHER
1
None
1314/C 2.0
2
Less than 3 years
3
3-5 years
4
6-10 years
5
11-15 years
6
16-20 years
7
More than 20 years
99
omitted
98
not admin.
VLD: BCG07$'1#2#3#4#5#6#99#98'
Flags: SCR:
8 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------9 PQ-08
BCG08
SCBACKGR/PUBLIC OR PRIVATE SCHOOL
1
A public school
/C 1.0
2
A private school
9
omitted
8
not admin.
VLD: BCG08$'1#2#9#8'
Flags: SCR:
9 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------10 PQ-09A
BCG09A
SCBACKGR/FUNDING/50+ PERCENT GOVERNMENT
1
Yes
16
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BCG09A$'1#2#9#8'
Flags: SCR: 10 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
174
TALIS User Guide to the International Database
11 PQ-09B
BCG09B
SCBACKGR/FUNDING/TEACHING PER GOVERNMENT
1
2
9
8
Yes
No
omitted
not admin.
VLD: BCG09B$'1#2#9#8'
Flags: SCR: 11 / CAR:F
17
/C
1.0
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------12 PQ-10
BCG10
SCBACKGR/COMMUNITY
1
A <village, hamlet or rural area>
18
/C 1.0
(fewer than 3000 people)
2
A <small town> (3 000 to about 15 000 people)
3
A <town> (15 000 to about 100 000 people)
4
A <city> (100 000 to about 1 000 000 people)
5
A large <city> with over 1 000 000 people
9
omitted
8
not admin.
VLD: BCG10$'1#2#3#4#5#9#8'
Flags: SCR: 12 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------13 PQ-11A
BCG11A
SCBACKGR/STAFF COUNT/TEACHERS
VALUE
BCG11A B
1921/N 3.0
999
omitted
998
not admin.
VLD: (BCG11A>=0.AND.BCG11A<=100).OR.BCG11A=999.OR.BCG11
A=998
Flags: SCR: 13 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------14 PQ-11B
BCG11B
SCBACKGR/STAFF COUNT/PEDAGOGICAL SUPPORT
VALUE
BCG11B B
2224/N 3.0
999
omitted
998
not admin.
VLD: (BCG11B>=0.AND.BCG11B<=30).OR.BCG11B=999.OR.BCG11B
=998
Flags: SCR: 14 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------15 PQ-11C
BCG11C
SCBACKGR/STAFF COUNT/ADMINISTRATIVE
VALUE
BCG11C B
2527/N 3.0
999
omitted
998
not admin.
VLD: (BCG11C>=0.AND.BCG11C<=30).OR.BCG11C=999.OR.BCG11C
=998
Flags: SCR: 15 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------16 PQ-12
BCG12
SCBACKGR/CURRENT SCHOOL ENROLMENT
VALUE
BCG12 B
2831/N 4.0
9999
omitted
9998
not admin.
VLD: (BCG12>=0.AND.BCG12<=1500).OR.BCG12=9999.OR.BCG12=
9998
Flags: SCR: 16 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------17 PQ-13A
BCG13A
SCBACKGR/STUDENT CHAR/FIRST LANGUAGE
1
Less than 10%
32
/C 1.0
TALIS User Guide to the International Database
175
2
3
4
5
9
8
10% or more but less than 20%
20% or more but less than 40%
40% or more but less than 60%
60% or more
omitted
not admin.
VLD: BCG13A$'1#2#3#4#5#9#8'
Flags: SCR: 17 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------18 PQ-13B
BCG13B
SCBACKGR/STUDENT CHAR/PARENT <ISCED 3>
1
Less than 10%
33
/C 1.0
2
10% or more but less than 20%
3
20% or more but less than 40%
4
40% or more but less than 60%
5
60% or more
9
omitted
8
not admin.
VLD: BCG13B$'1#2#3#4#5#9#8'
Flags: SCR: 18 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------19 PQ-13C
BCG13C
SCBACKGR/STUDENT CHAR/PARENT <ISCED 5>
1
Less than 10%
34
/C 1.0
2
10% or more but less than 20%
3
20% or more but less than 40%
4
40% or more but less than 60%
5
60% or more
9
omitted
8
not admin.
VLD: BCG13C$'1#2#3#4#5#9#8'
Flags: SCR: 19 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------20 PQ-14A
BCG14A
SCBACKGR/CONSIDERATION/RESIDENCE IN AREA
1
Not considered
35
/C 1.0
2
Considered
3
High priority
4
Prerequisite
9
omitted
8
not admin.
VLD: BCG14A$'1#2#3#4#9#8'
Flags: SCR: 20 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------21 PQ-14B
BCG14B
SCBACKGR/CONSIDERATION/ACADEMIC RECORD
1
Not considered
36
/C 1.0
2
Considered
3
High priority
4
Prerequisite
9
omitted
8
not admin.
VLD: BCG14B$'1#2#3#4#9#8'
Flags: SCR: 21 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------22 PQ-14C
BCG14C
SCBACKGR/CONSIDERATION/RECOMMENDATION
1
Not considered
37
/C 1.0
176
TALIS User Guide to the International Database
2
3
4
9
8
Considered
High priority
Prerequisite
omitted
not admin.
VLD: BCG14C$'1#2#3#4#9#8'
Flags: SCR: 22 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------23 PQ-14D
BCG14D
SCBACKGR/CONSIDERATION/PHILOSOPHY
1
Not considered
38
/C 1.0
2
Considered
3
High priority
4
Prerequisite
9
omitted
8
not admin.
VLD: BCG14D$'1#2#3#4#9#8'
Flags: SCR: 23 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------24 PQ-14E
BCG14E
SCBACKGR/CONSIDERATION/SPECIAL PROGRAMME
1
Not considered
39
/C 1.0
2
Considered
3
High priority
4
Prerequisite
9
omitted
8
not admin.
VLD: BCG14E$'1#2#3#4#9#8'
Flags: SCR: 24 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------25 PQ-14F
BCG14F
SCBACKGR/CONSIDERATION/FAMILY MEMBERS
1
Not considered
40
/C 1.0
2
Considered
3
High priority
4
Prerequisite
9
omitted
8
not admin.
VLD: BCG14F$'1#2#3#4#9#8'
Flags: SCR: 25 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------26 PQ-15A
BCG15A
SCMANAGE/STATEMENTS/DEVELOPMENT ACTIV
1
Never
41
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15A$'1#2#3#4#9#8'
Flags: SCR: 26 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------27 PQ-15B
BCG15B
SCMANAGE/STATEMENTS/TEACHERS WORK
1
Never
42
/C 1.0
2
Seldom
3
Quite often
4
Very often
TALIS User Guide to the International Database
177
9
8
omitted
not admin.
VLD: BCG15B$'1#2#3#4#9#8'
Flags: SCR: 27 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------28 PQ-15C
BCG15C
SCMANAGE/STATEMENTS/OBSERVE INSTRUCTIONS
1
Never
43
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15C$'1#2#3#4#9#8'
Flags: SCR: 28 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------29 PQ-15D
BCG15D
SCMANAGE/STATEMENTS/USE STUDENT RESULTS
1
Never
44
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15D$'1#2#3#4#9#8'
Flags: SCR: 29 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------30 PQ-15E
BCG15E
SCMANAGE/STATEMENTS/GIVE SUGGESTIONS
1
Never
45
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15E$'1#2#3#4#9#8'
Flags: SCR: 30 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------31 PQ-15F
BCG15F
SCMANAGE/STATEMENTS/MONITOR STUDENT WORK
1
Never
46
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15F$'1#2#3#4#9#8'
Flags: SCR: 31 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------32 PQ-15G
BCG15G
SCMANAGE/STATEMENTS/TAKE INITIATIVE
1
Never
47
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15G$'1#2#3#4#9#8'
178
TALIS User Guide to the International Database
Flags: SCR: 32 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------33 PQ-15H
BCG15H
SCMANAGE/STATEMENTS/INFORM TEACHERS
1
Never
48
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15H$'1#2#3#4#9#8'
Flags: SCR: 33 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------34 PQ-15I
BCG15I
SCMANAGE/STATEMENTS/CLASSROOM ACTIVITIES
1
Never
49
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15I$'1#2#3#4#9#8'
Flags: SCR: 34 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------35 PQ-15J
BCG15J
SCMANAGE/STATEMENTS/EXAM RESULTS
1
Never
50
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15J$'1#2#3#4#9#8'
Flags: SCR: 35 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------36 PQ-15K
BCG15K
SCMANAGE/STATEMENTS/CLARITY CURRICULUM
1
Never
51
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15K$'1#2#3#4#9#8'
Flags: SCR: 36 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------37 PQ-15L
BCG15L
SCMANAGE/STATEMENTS/SOLVE PROBLEMS
1
Never
52
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15L$'1#2#3#4#9#8'
Flags: SCR: 37 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
179
38 PQ-15M
BCG15M
SCMANAGE/STATEMENTS/DISRUPTIVE BEHAVIOR
1
2
3
4
9
8
Never
Seldom
Quite often
Very often
omitted
not admin.
VLD: BCG15M$'1#2#3#4#9#8'
Flags: SCR: 38 / CAR:F
/ CAT:B
53
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------39 PQ-15N
BCG15N
SCMANAGE/STATEMENTS/TAKE OVER LESSONS
1
Never
54
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BCG15N$'1#2#3#4#9#8'
Flags: SCR: 39 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------40 PQ-16A
BCG16A
SCMANAGE/AGREE/ENSURE MINISTRY APPROVED
1
Strongly Disagree
55
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16A$'1#2#3#4#9#8'
Flags: SCR: 40 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------41 PQ-16B
BCG16B
SCMANAGE/AGREE/USING TEST SCORES
1
Strongly Disagree
56
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16B$'1#2#3#4#9#8'
Flags: SCR: 41 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------42 PQ-16C
BCG16C
SCMANAGE/AGREE/GIVING TOO MUCH FREEDOM
1
Strongly Disagree
57
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16C$'1#2#3#4#9#8'
Flags: SCR: 42 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------43 PQ-16D
BCG16D
SCMANAGE/AGREE/TEACHING SKILLS OF STAFF
1
Strongly Disagree
58
/C 1.0
2
Disagree
3
Agree
180
TALIS User Guide to the International Database
4
9
8
Strongly Agree
omitted
not admin.
VLD: BCG16D$'1#2#3#4#9#8'
Flags: SCR: 43 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------44 PQ-16E
BCG16E
SCMANAGE/AGREE/TEACHERS HELD ACCOUNTABLE
1
Strongly Disagree
59
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16E$'1#2#3#4#9#8'
Flags: SCR: 44 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------45 PQ-16F
BCG16F
SCMANAGE/AGREE/PRESENT NEW IDEAS
1
Strongly Disagree
60
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16F$'1#2#3#4#9#8'
Flags: SCR: 45 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------46 PQ-16G
BCG16G
SCMANAGE/AGREE/INFLUENCE DECISIONS
1
Strongly Disagree
61
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16G$'1#2#3#4#9#8'
Flags: SCR: 46 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------47 PQ-16H
BCG16H
SCMANAGE/AGREE/EVERYONE STICK TO RULES
1
Strongly Disagree
62
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16H$'1#2#3#4#9#8'
Flags: SCR: 47 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------48 PQ-16I
BCG16I
SCMANAGE/AGREE/CHECK FOR MISTAKES
1
Strongly Disagree
63
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
TALIS User Guide to the International Database
181
VLD: BCG16I$'1#2#3#4#9#8'
Flags: SCR: 48 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------49 PQ-16J
BCG16J
SCMANAGE/AGREE/TIME TABLE AND PLANNING
1
Strongly Disagree
64
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16J$'1#2#3#4#9#8'
Flags: SCR: 49 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------50 PQ-16K
BCG16K
SCMANAGE/AGREE/CREATE ORDERLY ATMOSPHERE
1
Strongly Disagree
65
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16K$'1#2#3#4#9#8'
Flags: SCR: 50 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------51 PQ-16L
BCG16L
SCMANAGE/AGREE/KNOWLEDGE PERFORMING
1
Strongly Disagree
66
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16L$'1#2#3#4#9#8'
Flags: SCR: 51 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------52 PQ-16M
BCG16M
SCMANAGE/AGREE/DEVELOPMENT PLAN
1
Strongly Disagree
67
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16M$'1#2#3#4#9#8'
Flags: SCR: 52 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------53 PQ-16N
BCG16N
SCMANAGE/AGREE/DEFINE GOALS
1
Strongly Disagree
68
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16N$'1#2#3#4#9#8'
Flags: SCR: 53 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
182
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------54 PQ-16O
BCG16O
SCMANAGE/AGREE/TASK-ORIENTED ATMOSPHERE
1
Strongly Disagree
69
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG16O$'1#2#3#4#9#8'
Flags: SCR: 54 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------55 PQ-17A
BCG17A
SCMANAGE/TASKS/INTERNAL ADMIN TASKS
VALUE
BCG17A B
7072/N 3.0
999
omitted
998
not admin.
VLD: (BCG17A>=0.AND.BCG17A<=100).OR.BCG17A=999.OR.BCG17
A=998
Flags: SCR: 55 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------56 PQ-17B
BCG17B
SCMANAGE/TASKS/CURRICULUM TEACHING TASKS
VALUE
BCG17B B
7375/N 3.0
999
omitted
998
not admin.
VLD: (BCG17B>=0.AND.BCG17B<=100).OR.BCG17B=999.OR.BCG17
B=998
Flags: SCR: 56 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------57 PQ-17C
BCG17C
SCMANAGE/TASKS/RESPONDING TO REQUESTS
VALUE
BCG17C B
7678/N 3.0
999
omitted
998
not admin.
VLD: (BCG17C>=0.AND.BCG17C<=50).OR.BCG17C=999.OR.BCG17C
=998
Flags: SCR: 57 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------58 PQ-17D
BCG17D
SCMANAGE/TASKS/REPRESENTING SCHOOL
VALUE
BCG17D B
7981/N 3.0
999
omitted
998
not admin.
VLD: (BCG17D>=0.AND.BCG17D<=50).OR.BCG17D=999.OR.BCG17D
=998
Flags: SCR: 58 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------59 PQ-17E
BCG17E
SCMANAGE/TASKS/OTHER
VALUE
BCG17E B
8284/N 3.0
999
omitted
998
not admin.
VLD: (BCG17E>=0.AND.BCG17E<=50).OR.BCG17E=999.OR.BCG17E
=998
Flags: SCR: 59 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------60 PQ-18A
BCG18A
SCMANAGE/SELFEVAL/REPORT WAS PRODUCED
1
Never
85
/C 1.0
2
Once
TALIS User Guide to the International Database
183
3
4
5
9
8
2-4 times
Once per year
More than once per year
omitted
not admin.
VLD: BCG18A$'1#2#3#4#5#9#8'
Flags: SCR: 60 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------61 PQ-18B
BCG18B
SCMANAGE/SELFEVAL/EXTERNAL EVALUATION
1
Never
86
/C 1.0
2
Once
3
2-4 times
4
Once per year
5
More than once per year
9
omitted
8
not admin.
VLD: BCG18B$'1#2#3#4#5#9#8'
Flags: SCR: 61 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------62 PQ-19A
BCG19A
SCMANAGE/ASPECTS/STUDENT TEST SCORES
1
I do not know if it was considered
87
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19A$'1#2#3#4#5#9#8'
Flags: SCR: 62 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------63 PQ-19B
BCG19B
SCMANAGE/ASPECTS/PASS RATES OF STUDENTS
1
I do not know if it was considered
88
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19B$'1#2#3#4#5#9#8'
Flags: SCR: 63 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------64 PQ-19C
BCG19C
SCMANAGE/ASPECTS/OTHER LEARNING OUTCOMES
1
I do not know if it was considered
89
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19C$'1#2#3#4#5#9#8'
Flags: SCR: 64 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
184
TALIS User Guide to the International Database
65 PQ-19D
BCG19D
SCMANAGE/ASPECTS/STUDENT FEEDBACK
1
2
3
4
5
9
8
I do not know if it was considered
Not considered at all
Considered with low importance
Considered with moderate importance
Considered with high importance
omitted
not admin.
VLD: BCG19D$'1#2#3#4#5#9#8'
Flags: SCR: 65 / CAR:F
/ CAT:BD
90
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------66 PQ-19E
BCG19E
SCMANAGE/ASPECTS/PARENTS FEEDBACK
1
I do not know if it was considered
91
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19E$'1#2#3#4#5#9#8'
Flags: SCR: 66 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------67 PQ-19F
BCG19F
SCMANAGE/ASPECTS/TEACHERS COOPERATION
1
I do not know if it was considered
92
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19F$'1#2#3#4#5#9#8'
Flags: SCR: 67 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------68 PQ-19G
BCG19G
SCMANAGE/ASPECTS/DIRECT APPRAISAL
1
I do not know if it was considered
93
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19G$'1#2#3#4#5#9#8'
Flags: SCR: 68 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------69 PQ-19H
BCG19H
SCMANAGE/ASPECTS/INNOVATIVE PRACTICES
1
I do not know if it was considered
94
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19H$'1#2#3#4#5#9#8'
Flags: SCR: 69 / CAR:F
/ CAT:BD
/ DEF:
TALIS User Guide to the International Database
185
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------70 PQ-19I
BCG19I
SCMANAGE/ASPECTS/TEACHER STUD RELATION
1
I do not know if it was considered
95
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19I$'1#2#3#4#5#9#8'
Flags: SCR: 70 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------71 PQ-19J
BCG19J
SCMANAGE/ASPECTS/PROF DEVELOPMENT
1
I do not know if it was considered
96
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19J$'1#2#3#4#5#9#8'
Flags: SCR: 71 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------72 PQ-19K
BCG19K
SCMANAGE/ASPECTS/CLASSROOM MANAGEMENT
1
I do not know if it was considered
97
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19K$'1#2#3#4#5#9#8'
Flags: SCR: 72 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------73 PQ-19L
BCG19L
SCMANAGE/ASPECTS/KNOWLEDGE MAIN SUBJECTS
1
I do not know if it was considered
98
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19L$'1#2#3#4#5#9#8'
Flags: SCR: 73 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------74 PQ-19M
BCG19M
SCMANAGE/ASPECTS/KNOWLEDGE INSTRUC PRACT
1
I do not know if it was considered
99
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
186
TALIS User Guide to the International Database
VLD: BCG19M$'1#2#3#4#5#9#8'
Flags: SCR: 74 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------75 PQ-19N
BCG19N
SCMANAGE/ASPECTS/SPECIAL LEARNING NEEDS
1
I do not know if it was considered
100
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19N$'1#2#3#4#5#9#8'
Flags: SCR: 75 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------76 PQ-19O
BCG19O
SCMANAGE/ASPECTS/DISCIPLINE BEHAVIOUR
1
I do not know if it was considered
101
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19O$'1#2#3#4#5#9#8'
Flags: SCR: 76 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------77 PQ-19P
BCG19P
SCMANAGE/ASPECTS/MULTICULTURAL SETTINGS
1
I do not know if it was considered
102
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19P$'1#2#3#4#5#9#8'
Flags: SCR: 77 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------78 PQ-19Q
BCG19Q
SCMANAGE/ASPECTS/EXTRA-CURR ACTIVITIES
1
I do not know if it was considered
103
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG19Q$'1#2#3#4#5#9#8'
Flags: SCR: 78 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------79 PQ-20A
BCG20A
SCMANAGE/INFLUENCE/SCHOOL BUDGET
1
No influence at all
104
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
TALIS User Guide to the International Database
187
8
not admin.
VLD: BCG20A$'1#2#3#4#9#8'
Flags: SCR: 79 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------80 PQ-20B
BCG20B
SCMANAGE/INFLUENCE/PERFORMANCE SCHOOL
1
No influence at all
105
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
8
not admin.
VLD: BCG20B$'1#2#3#4#9#8'
Flags: SCR: 80 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------81 PQ-20C
BCG20C
SCMANAGE/INFLUENCE/PERFORMANCE MANAGEM
1
No influence at all
106
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
8
not admin.
VLD: BCG20C$'1#2#3#4#9#8'
Flags: SCR: 81 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------82 PQ-20D
BCG20D
SCMANAGE/INFLUENCE/PERFORMANCE TEACHERS
1
No influence at all
107
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
8
not admin.
VLD: BCG20D$'1#2#3#4#9#8'
Flags: SCR: 82 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------83 PQ-20E
BCG20E
SCMANAGE/INFLUENCE/ASSISTANCE SKILLS
1
No influence at all
108
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
8
not admin.
VLD: BCG20E$'1#2#3#4#9#8'
Flags: SCR: 83 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------84 PQ-20F
BCG20F
SCMANAGE/INFLUENCE/RENUMERATION BONUS
1
No influence at all
109
/C 1.0
2
Low level of influence
3
Moderate influence
4
High level of influence
9
omitted
8
not admin.
VLD: BCG20F$'1#2#3#4#9#8'
Flags: SCR: 84 / CAR:F
/ CAT:BD
/ DEF:
188
TALIS User Guide to the International Database
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------85 PQ-21
BCG21
SCMANAGE/EVALUATIONS/PUBLISHED
1
Yes
110
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BCG21$'1#2#9#8'
Flags: SCR: 85 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------86 PQ-22
BCG22
SCMANAGE/EVALUATIONS/USED BY GOVERMENT
1
Yes
111
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BCG22$'1#2#9#8'
Flags: SCR: 86 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------87 PQ-23A
BCG23A
TAPPR/FREQ/PRINCIPAL
1
Never
112
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG23A$'1#2#3#4#5#9#8'
Flags: SCR: 87 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------88 PQ-23B
BCG23B
TAPPR/FREQ/COLLEAGUES
1
Never
113
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG23B$'1#2#3#4#5#9#8'
Flags: SCR: 88 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------89 PQ-23C
BCG23C
TAPPR/FREQ/EXTERNAL
1
Never
114
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG23C$'1#2#3#4#5#9#8'
Flags: SCR: 89 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------90 PQ-24A
BCG24A
TAPPR/ASPECTS/STUDENT TEST SCORES
1
I do not know if it was considered
115
/C 1.0
2
Not considered at all
TALIS User Guide to the International Database
189
3
4
5
9
8
Considered with low importance
Considered with moderate importance
Considered with high importance
omitted
not admin.
VLD: BCG24A$'1#2#3#4#5#9#8'
Flags: SCR: 90 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------91 PQ-24B
BCG24B
TAPPR/ASPECTS/PASS RATES OF STUDENTS
1
I do not know if it was considered
116
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24B$'1#2#3#4#5#9#8'
Flags: SCR: 91 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------92 PQ-24C
BCG24C
TAPPR/ASPECTS/OTHER LEARNING OUTCOMES
1
I do not know if it was considered
117
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24C$'1#2#3#4#5#9#8'
Flags: SCR: 92 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------93 PQ-24D
BCG24D
TAPPR/ASPECTS/STUDENT FEEDBACK
1
I do not know if it was considered
118
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24D$'1#2#3#4#5#9#8'
Flags: SCR: 93 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------94 PQ-24E
BCG24E
TAPPR/ASPECTS/PARENTS FEEDBACK
1
I do not know if it was considered
119
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24E$'1#2#3#4#5#9#8'
Flags: SCR: 94 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
190
TALIS User Guide to the International Database
95 PQ-24F
BCG24F
TAPPR/ASPECTS/TEACHERS COOPERATION
1
2
3
4
5
9
8
I do not know if it was considered
Not considered at all
Considered with low importance
Considered with moderate importance
Considered with high importance
omitted
not admin.
VLD: BCG24F$'1#2#3#4#5#9#8'
Flags: SCR: 95 / CAR:F
/ CAT:BD
120
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------96 PQ-24G
BCG24G
TAPPR/ASPECTS/DIRECT APPRAISAL
1
I do not know if it was considered
121
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24G$'1#2#3#4#5#9#8'
Flags: SCR: 96 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------97 PQ-24H
BCG24H
TAPPR/ASPECTS/INNOVATIVE PRACTICES
1
I do not know if it was considered
122
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24H$'1#2#3#4#5#9#8'
Flags: SCR: 97 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------98 PQ-24I
BCG24I
TAPPR/ASPECTS/TEACH STUD RELATION
1
I do not know if it was considered
123
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24I$'1#2#3#4#5#9#8'
Flags: SCR: 98 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------99 PQ-24J
BCG24J
TAPPR/ASPECTS/PROF DEVELOPMENT
1
I do not know if it was considered
124
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24J$'1#2#3#4#5#9#8'
Flags: SCR: 99 / CAR:F
/ CAT:BD
/ DEF:
TALIS User Guide to the International Database
191
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------100 PQ-24K
BCG24K
TAPPR/ASPECTS/CLASSROOM MANAGEMENT
1
I do not know if it was considered
125
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24K$'1#2#3#4#5#9#8'
Flags: SCR: 100 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------101 PQ-24L
BCG24L
TAPPR/ASPECTS/KNOWLEDGE MAIN SUBJECTS
1
I do not know if it was considered
126
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24L$'1#2#3#4#5#9#8'
Flags: SCR: 101 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------102 PQ-24M
BCG24M
TAPPR/ASPECTS/KNOWLEDGE INSTRUC PRACT
1
I do not know if it was considered
127
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24M$'1#2#3#4#5#9#8'
Flags: SCR: 102 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------103 PQ-24N
BCG24N
TAPPR/ASPECTS/SPECIAL LEARNING NEEDS
1
I do not know if it was considered
128
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24N$'1#2#3#4#5#9#8'
Flags: SCR: 103 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------104 PQ-24O
BCG24O
TAPPR/ASPECTS/DISCIPLINE BEHAVIOUR
1
I do not know if it was considered
129
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
192
TALIS User Guide to the International Database
VLD: BCG24O$'1#2#3#4#5#9#8'
Flags: SCR: 104 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------105 PQ-24P
BCG24P
TAPPR/ASPECTS/MULTICULTURAL SETTINGS
1
I do not know if it was considered
130
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24P$'1#2#3#4#5#9#8'
Flags: SCR: 105 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------106 PQ-24Q
BCG24Q
TAPPR/ASPECTS/EXTRA-CURR ACTIVITIES
1
I do not know if it was considered
131
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BCG24Q$'1#2#3#4#5#9#8'
Flags: SCR: 106 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------107 PQ-25A
BCG25A
TAPPR/RESULT/SALARY CHANGE
1
Can result from an appraisal of
132
/C 1.0
teachers' work
2
Can +not+ result from an appraisal of teachers' work
9
omitted
8
not admin.
VLD: BCG25A$'1#2#9#8'
Flags: SCR: 107 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------108 PQ-25B
BCG25B
TAPPR/RESULT/FINANCIAL BONUS
1
Can result from an appraisal of
133
/C 1.0
teachers' work
2
Can +not+ result from an appraisal of teachers' work
9
omitted
8
not admin.
VLD: BCG25B$'1#2#9#8'
Flags: SCR: 108 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------109 PQ-25C
BCG25C
TAPPR/RESULT/CAREER ADVANCEMENT
1
Can result from an appraisal of
134
/C 1.0
teachers' work
2
Can +not+ result from an appraisal of teachers' work
9
omitted
8
not admin.
VLD: BCG25C$'1#2#9#8'
Flags: SCR: 109 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
193
110 PQ-25D
BCG25D
TAPPR/RESULT/PROF DEVELOPMENT
1
2
9
8
Can result from an appraisal of
135
/C 1.0
teachers' work
Can +not+ result from an appraisal of teachers' work
omitted
not admin.
VLD: BCG25D$'1#2#9#8'
Flags: SCR: 110 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------111 PQ-25E
BCG25E
TAPPR/RESULT/WORK RESPONSIBILITIES
1
Can result from an appraisal of
136
/C 1.0
teachers' work
2
Can +not+ result from an appraisal of teachers' work
9
omitted
8
not admin.
VLD: BCG25E$'1#2#9#8'
Flags: SCR: 111 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------112 PQ-25F
BCG25F
TAPPR/RESULT/DEVELOPMENT PLAN
1
Can result from an appraisal of
137
/C 1.0
teachers' work
2
Can +not+ result from an appraisal of teachers' work
9
omitted
8
not admin.
VLD: BCG25F$'1#2#9#8'
Flags: SCR: 112 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------113 PQ-26A
BCG26A
TAPPR/IMPORTANCE/CAREER ADVANCEMENT
1
No importance
138
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26A$'1#2#3#4#9#8'
Flags: SCR: 113 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------114 PQ-26B
BCG26B
TAPPR/IMPORTANCE/INFORM ADMINISTR LEVEL
1
No importance
139
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26B$'1#2#3#4#9#8'
Flags: SCR: 114 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------115 PQ-26C
BCG26C
TAPPR/IMPORTANCE/PERFORMANCE SCHOOL
1
No importance
140
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
194
TALIS User Guide to the International Database
VLD: BCG26C$'1#2#3#4#9#8'
Flags: SCR: 115 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------116 PQ-26D
BCG26D
TAPPR/IMPORTANCE/TEACHING PART SUBJECT
1
No importance
141
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26D$'1#2#3#4#9#8'
Flags: SCR: 116 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------117 PQ-26E
BCG26E
TAPPR/IMPORTANCE/ADDRESS CRISIS PROBLEM
1
No importance
142
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26E$'1#2#3#4#9#8'
Flags: SCR: 117 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------118 PQ-26F
BCG26F
TAPPR/IMPORTANCE/IDENTIFY PROF DEV NEEDS
1
No importance
143
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26F$'1#2#3#4#9#8'
Flags: SCR: 118 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------119 PQ-26G
BCG26G
TAPPR/IMPORTANCE/DECISION RENUMERATION
1
No importance
144
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26G$'1#2#3#4#9#8'
Flags: SCR: 119 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------120 PQ-26H
BCG26H
TAPPR/IMPORTANCE/DECISION SCHOOL IMPROVE
1
No importance
145
/C 1.0
2
Low importance
3
Moderate importance
4
High importance
9
omitted
8
not admin.
VLD: BCG26H$'1#2#3#4#9#8'
Flags: SCR: 120 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
TALIS User Guide to the International Database
195
-------------------------------------------------------------------------------------------------------------------------------------121 PQ-27A
BCG27A
TAPPR/REPORT/PRINCIPAL
1
Never
146
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG27A$'1#2#3#4#5#9#8'
Flags: SCR: 121 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------122 PQ-27B
BCG27B
TAPPR/REPORT/COLLEAGUES
1
Never
147
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG27B$'1#2#3#4#5#9#8'
Flags: SCR: 122 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------123 PQ-27C
BCG27C
TAPPR/REPORT/EXTERNAL
1
Never
148
/C 1.0
2
Less than once every 2 years
3
Once every 2 years
4
Once per year
5
Twice or more per year
9
omitted
8
not admin.
VLD: BCG27C$'1#2#3#4#5#9#8'
Flags: SCR: 123 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------124 PQ-28A
BCG28A
TAPPR/WEAK/OUTCOME IS REPORTED
1
Never
149
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28A$'1#2#3#4#9#8'
Flags: SCR: 124 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------125 PQ-28B
BCG28B
TAPPR/WEAK/MEASURES ARE DISCUSSED
1
Never
150
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28B$'1#2#3#4#9#8'
Flags: SCR: 125 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
196
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------126 PQ-28C
BCG28C
TAPPR/WEAK/ESTABLISH DEVELOPMENT PLAN
1
Never
151
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28C$'1#2#3#4#9#8'
Flags: SCR: 126 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------127 PQ-28D
BCG28D
TAPPR/WEAK/IMPOSE MATERIAL SANCTIONS
1
Never
152
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28D$'1#2#3#4#9#8'
Flags: SCR: 127 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------128 PQ-28E
BCG28E
TAPPR/WEAK/REPORT UNDERPERFORMANCE
1
Never
153
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28E$'1#2#3#4#9#8'
Flags: SCR: 128 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------129 PQ-28F
BCG28F
TAPPR/WEAK/MORE FREQUENT APPRAISALS
1
Never
154
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28F$'1#2#3#4#9#8'
Flags: SCR: 129 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------130 PQ-28G
BCG28G
TAPPR/WEAK/OTHER
1
Never
155
/C 1.0
2
Sometimes
3
Most of the time
4
Always
9
omitted
8
not admin.
VLD: BCG28G$'1#2#3#4#9#8'
Flags: SCR: 130 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------131 PQ-29A
BCG29A
SCRES/HINDERED/LACK QUALIFIED TEACHERS
1
Not at all
156
/C 1.0
2
Very little
TALIS User Guide to the International Database
197
3
4
9
8
To some extent
A lot
omitted
not admin.
VLD: BCG29A$'1#2#3#4#9#8'
Flags: SCR: 131 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------132 PQ-29B
BCG29B
SCRES/HINDERED/LACK LABORATORY TECHN
1
Not at all
157
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29B$'1#2#3#4#9#8'
Flags: SCR: 132 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------133 PQ-29C
BCG29C
SCRES/HINDERED/LACK INSTR SUPPORT PERS
1
Not at all
158
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29C$'1#2#3#4#9#8'
Flags: SCR: 133 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------134 PQ-29D
BCG29D
SCRES/HINDERED/LACK OTHER SUPPORT PERS
1
Not at all
159
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29D$'1#2#3#4#9#8'
Flags: SCR: 134 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------135 PQ-29E
BCG29E
SCRES/HINDERED/SHORTAGE INSTRUCTION MAT
1
Not at all
160
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29E$'1#2#3#4#9#8'
Flags: SCR: 135 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------136 PQ-29F
BCG29F
SCRES/HINDERED/SHORTAGE COMPUTERS
1
Not at all
161
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
198
TALIS User Guide to the International Database
8
not admin.
VLD: BCG29F$'1#2#3#4#9#8'
Flags: SCR: 136 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------137 PQ-29G
BCG29G
SCRES/HINDERED/SHORTAGE OTHER EQUIPMENT
1
Not at all
162
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29G$'1#2#3#4#9#8'
Flags: SCR: 137 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------138 PQ-29H
BCG29H
SCRES/HINDERED/SHORTAGE LIBRARY MATERIAL
1
Not at all
163
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29H$'1#2#3#4#9#8'
Flags: SCR: 138 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------139 PQ-29I
BCG29I
SCRES/HINDERED/OTHER
1
Not at all
164
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG29I$'1#2#3#4#9#8'
Flags: SCR: 139 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------140 PQ-30A
BCG30A
SCRES/BEHAV/STUD/ARRIVING LATE AT SCHOOL
1
Not at all
165
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30A$'1#2#3#4#9#8'
Flags: SCR: 140 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------141 PQ-30B
BCG30B
SCRES/BEHAV/STUD/ABSENTEEISM
1
Not at all
166
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30B$'1#2#3#4#9#8'
Flags: SCR: 141 / CAR:F
/ CAT:B
/ DEF:
TALIS User Guide to the International Database
199
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------142 PQ-30C
BCG30C
SCRES/BEHAV/STUD/CLASSROOM DISTURBANCE
1
Not at all
167
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30C$'1#2#3#4#9#8'
Flags: SCR: 142 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------143 PQ-30D
BCG30D
SCRES/BEHAV/STUD/CHEATING
1
Not at all
168
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30D$'1#2#3#4#9#8'
Flags: SCR: 143 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------144 PQ-30E
BCG30E
SCRES/BEHAV/STUD/PROFANITY
1
Not at all
169
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30E$'1#2#3#4#9#8'
Flags: SCR: 144 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------145 PQ-30F
BCG30F
SCRES/BEHAV/STUD/VANDALISM
1
Not at all
170
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30F$'1#2#3#4#9#8'
Flags: SCR: 145 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------146 PQ-30G
BCG30G
SCRES/BEHAV/STUD/THEFT
1
Not at all
171
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30G$'1#2#3#4#9#8'
Flags: SCR: 146 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------147 PQ-30H
BCG30H
SCRES/BEHAV/STUD/VERBAL ABUSE STUDENTS
1
Not at all
172
/C 1.0
200
TALIS User Guide to the International Database
2
3
4
9
8
Very little
To some extent
A lot
omitted
not admin.
VLD: BCG30H$'1#2#3#4#9#8'
Flags: SCR: 147 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------148 PQ-30I
BCG30I
SCRES/BEHAV/STUD/PHYSICAL INJURY STUDENT
1
Not at all
173
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30I$'1#2#3#4#9#8'
Flags: SCR: 148 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------149 PQ-30J
BCG30J
SCRES/BEHAV/STUD/VERBAL ABUSE TEACHERS
1
Not at all
174
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30J$'1#2#3#4#9#8'
Flags: SCR: 149 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------150 PQ-30K
BCG30K
SCRES/BEHAV/STUD/ALCOHOL DRUG USE
1
Not at all
175
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30K$'1#2#3#4#9#8'
Flags: SCR: 150 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------151 PQ-30L
BCG30L
SCRES/BEHAV/TEACH/ARRIVING LATE
1
Not at all
176
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30L$'1#2#3#4#9#8'
Flags: SCR: 151 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------152 PQ-30M
BCG30M
SCRES/BEHAV/TEACH/ABSENTEEISM
1
Not at all
177
/C 1.0
2
Very little
3
To some extent
4
A lot
TALIS User Guide to the International Database
201
9
8
omitted
not admin.
VLD: BCG30M$'1#2#3#4#9#8'
Flags: SCR: 152 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------153 PQ-30N
BCG30N
SCRES/BEHAV/TEACH/LACK PREPARATION
1
Not at all
178
/C 1.0
2
Very little
3
To some extent
4
A lot
9
omitted
8
not admin.
VLD: BCG30N$'1#2#3#4#9#8'
Flags: SCR: 153 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------154 PQ-31A1
BCG31A1
SCRES/RESP/HIRE TEACHERS/PRINCIPAL
1
CHECKED
179
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31A1$'1#2#9#8'
Flags: SCR: 154 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------155 PQ-31A2
BCG31A2
SCRES/RESP/HIRE TEACHERS/TEACHERS
1
CHECKED
180
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31A2$'1#2#9#8'
Flags: SCR: 155 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------156 PQ-31A3
BCG31A3
SCRES/RESP/HIRE TEACHERS/SCHOOL <GOV>
1
CHECKED
181
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31A3$'1#2#9#8'
Flags: SCR: 156 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------157 PQ-31A4
BCG31A4
SCRES/RESP/HIRE TEACHERS/<REG AUTH>
1
CHECKED
182
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31A4$'1#2#9#8'
Flags: SCR: 157 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------158 PQ-31A5
BCG31A5
SCRES/RESP/HIRE TEACHERS/<NAT AUTH>
1
CHECKED
183
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31A5$'1#2#9#8'
202
TALIS User Guide to the International Database
Flags: SCR: 158 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------159 PQ-31B1
BCG31B1
SCRES/RESP/FIRING TEACHERS/PRINCIPAL
1
CHECKED
184
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31B1$'1#2#9#8'
Flags: SCR: 159 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------160 PQ-31B2
BCG31B2
SCRES/RESP/FIRING TEACHERS/TEACHERS
1
CHECKED
185
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31B2$'1#2#9#8'
Flags: SCR: 160 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------161 PQ-31B3
BCG31B3
SCRES/RESP/FIRING TEACHERS/SCHOOL <GOV>
1
CHECKED
186
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31B3$'1#2#9#8'
Flags: SCR: 161 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------162 PQ-31B4
BCG31B4
SCRES/RESP/FIRING TEACHERS/<REG AUTH>
1
CHECKED
187
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31B4$'1#2#9#8'
Flags: SCR: 162 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------163 PQ-31B5
BCG31B5
SCRES/RESP/FIRING TEACHERS/<NAT AUTH>
1
CHECKED
188
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31B5$'1#2#9#8'
Flags: SCR: 163 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------164 PQ-31C1
BCG31C1
SCRES/RESP/START SALARIES/PRINCIPAL
1
CHECKED
189
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31C1$'1#2#9#8'
Flags: SCR: 164 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------165 PQ-31C2
BCG31C2
SCRES/RESP/START SALARIES/TEACHERS
1
CHECKED
190
/C 1.0
2
NOT CHECKED
TALIS User Guide to the International Database
203
9
8
omitted
not admin.
VLD: BCG31C2$'1#2#9#8'
Flags: SCR: 165 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------166 PQ-31C3
BCG31C3
SCRES/RESP/START SALARIES/SCHOOL <GOV>
1
CHECKED
191
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31C3$'1#2#9#8'
Flags: SCR: 166 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------167 PQ-31C4
BCG31C4
SCRES/RESP/START SALARIES/<REG AUTH>
1
CHECKED
192
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31C4$'1#2#9#8'
Flags: SCR: 167 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------168 PQ-31C5
BCG31C5
SCRES/RESP/START SALARIES/<NAT AUTH>
1
CHECKED
193
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31C5$'1#2#9#8'
Flags: SCR: 168 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------169 PQ-31D1
BCG31D1
SCRES/RESP/SALARY INCREASE/PRINCIPAL
1
CHECKED
194
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31D1$'1#2#9#8'
Flags: SCR: 169 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------170 PQ-31D2
BCG31D2
SCRES/RESP/SALARY INCREASE/TEACHERS
1
CHECKED
195
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31D2$'1#2#9#8'
Flags: SCR: 170 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------171 PQ-31D3
BCG31D3
SCRES/RESP/SALARY INCREASE/SCHOOL <GOV>
1
CHECKED
196
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31D3$'1#2#9#8'
Flags: SCR: 171 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
204
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------172 PQ-31D4
BCG31D4
SCRES/RESP/SALARY INCREASE/<REG AUTH>
1
CHECKED
197
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31D4$'1#2#9#8'
Flags: SCR: 172 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------173 PQ-31D5
BCG31D5
SCRES/RESP/SALARY INCREASE/<NAT AUTH>
1
CHECKED
198
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31D5$'1#2#9#8'
Flags: SCR: 173 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------174 PQ-31E1
BCG31E1
SCRES/RESP/SCHOOL BUDGET/PRINCIPAL
1
CHECKED
199
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31E1$'1#2#9#8'
Flags: SCR: 174 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------175 PQ-31E2
BCG31E2
SCRES/RESP/SCHOOL BUDGET/TEACHERS
1
CHECKED
200
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31E2$'1#2#9#8'
Flags: SCR: 175 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------176 PQ-31E3
BCG31E3
SCRES/RESP/SCHOOL BUDGET/SCHOOL <GOV>
1
CHECKED
201
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31E3$'1#2#9#8'
Flags: SCR: 176 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------177 PQ-31E4
BCG31E4
SCRES/RESP/SCHOOL BUDGET/<REG AUTH>
1
CHECKED
202
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31E4$'1#2#9#8'
Flags: SCR: 177 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------178 PQ-31E5
BCG31E5
SCRES/RESP/SCHOOL BUDGET/<NAT AUTH>
1
CHECKED
203
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
TALIS User Guide to the International Database
205
VLD: BCG31E5$'1#2#9#8'
Flags: SCR: 178 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------179 PQ-31F1
BCG31F1
SCRES/RESP/BUDGET ALLOCAT/PRINCIPAL
1
CHECKED
204
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31F1$'1#2#9#8'
Flags: SCR: 179 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------180 PQ-31F2
BCG31F2
SCRES/RESP/BUDGET ALLOCAT/TEACHERS
1
CHECKED
205
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31F2$'1#2#9#8'
Flags: SCR: 180 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------181 PQ-31F3
BCG31F3
SCRES/RESP/BUDGET ALLOCAT/SCHOOL <GOV>
1
CHECKED
206
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31F3$'1#2#9#8'
Flags: SCR: 181 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------182 PQ-31F4
BCG31F4
SCRES/RESP/BUDGET ALLOCAT/<REG AUTH>
1
CHECKED
207
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31F4$'1#2#9#8'
Flags: SCR: 182 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------183 PQ-31F5
BCG31F5
SCRES/RESP/BUDGET ALLOCAT/<NAT AUTH>
1
CHECKED
208
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31F5$'1#2#9#8'
Flags: SCR: 183 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------184 PQ-31G1
BCG31G1
SCRES/RESP/DISCIPLINARY POL/PRINCIPAL
1
CHECKED
209
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31G1$'1#2#9#8'
Flags: SCR: 184 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------185 PQ-31G2
BCG31G2
SCRES/RESP/DISCIPLINARY POL/TEACHERS
1
CHECKED
210
/C 1.0
206
TALIS User Guide to the International Database
2
9
8
NOT CHECKED
omitted
not admin.
VLD: BCG31G2$'1#2#9#8'
Flags: SCR: 185 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------186 PQ-31G3
BCG31G3
SCRES/RESP/DISCIPLINARY POL/SCHOOL <GOV>
1
CHECKED
211
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31G3$'1#2#9#8'
Flags: SCR: 186 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------187 PQ-31G4
BCG31G4
SCRES/RESP/DISCIPLINARY POL/<REG AUTH>
1
CHECKED
212
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31G4$'1#2#9#8'
Flags: SCR: 187 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------188 PQ-31G5
BCG31G5
SCRES/RESP/DISCIPLINARY POL/<NAT AUTH>
1
CHECKED
213
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31G5$'1#2#9#8'
Flags: SCR: 188 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------189 PQ-31H1
BCG31H1
SCRES/RESP/ASSESSMENT POL/PRINCIPAL
1
CHECKED
214
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31H1$'1#2#9#8'
Flags: SCR: 189 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------190 PQ-31H2
BCG31H2
SCRES/RESP/ASSESSMENT POL/TEACHERS
1
CHECKED
215
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31H2$'1#2#9#8'
Flags: SCR: 190 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------191 PQ-31H3
BCG31H3
SCRES/RESP/ASSESSMENT POL/SCHOOL <GOV>
1
CHECKED
216
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31H3$'1#2#9#8'
Flags: SCR: 191 / CAR:F
/ CAT:B
/ DEF:
TALIS User Guide to the International Database
207
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------192 PQ-31H4
BCG31H4
SCRES/RESP/ASSESSMENT POL/<REG AUTH>
1
CHECKED
217
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31H4$'1#2#9#8'
Flags: SCR: 192 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------193 PQ-31H5
BCG31H5
SCRES/RESP/ASSESSMENT POL/<NAT AUTH>
1
CHECKED
218
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31H5$'1#2#9#8'
Flags: SCR: 193 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------194 PQ-31I1
BCG31I1
SCRES/RESP/ADMISSION/PRINCIPAL
1
CHECKED
219
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31I1$'1#2#9#8'
Flags: SCR: 194 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------195 PQ-31I2
BCG31I2
SCRES/RESP/ADMISSION/TEACHERS
1
CHECKED
220
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31I2$'1#2#9#8'
Flags: SCR: 195 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------196 PQ-31I3
BCG31I3
SCRES/RESP/ADMISSION/SCHOOL <GOV>
1
CHECKED
221
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31I3$'1#2#9#8'
Flags: SCR: 196 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------197 PQ-31I4
BCG31I4
SCRES/RESP/ADMISSION/<REG AUTH>
1
CHECKED
222
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31I4$'1#2#9#8'
Flags: SCR: 197 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------198 PQ-31I5
BCG31I5
SCRES/RESP/ADMISSION/<NAT AUTH>
1
CHECKED
223
/C 1.0
2
NOT CHECKED
9
omitted
208
TALIS User Guide to the International Database
8
not admin.
VLD: BCG31I5$'1#2#9#8'
Flags: SCR: 198 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------199 PQ-31J1
BCG31J1
SCRES/RESP/TEXTBOOKS/PRINCIPAL
1
CHECKED
224
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31J1$'1#2#9#8'
Flags: SCR: 199 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------200 PQ-31J2
BCG31J2
SCRES/RESP/TEXTBOOKS/TEACHERS
1
CHECKED
225
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31J2$'1#2#9#8'
Flags: SCR: 200 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------201 PQ-31J3
BCG31J3
SCRES/RESP/TEXTBOOKS/SCHOOL <GOV>
1
CHECKED
226
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31J3$'1#2#9#8'
Flags: SCR: 201 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------202 PQ-31J4
BCG31J4
SCRES/RESP/TEXTBOOKS/<REG AUTH>
1
CHECKED
227
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31J4$'1#2#9#8'
Flags: SCR: 202 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------203 PQ-31J5
BCG31J5
SCRES/RESP/TEXTBOOKS/<NAT AUTH>
1
CHECKED
228
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31J5$'1#2#9#8'
Flags: SCR: 203 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------204 PQ-31K1
BCG31K1
SCRES/RESP/COURSE CONTENT/PRINCIPAL
1
CHECKED
229
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31K1$'1#2#9#8'
Flags: SCR: 204 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
209
205 PQ-31K2
BCG31K2
SCRES/RESP/COURSE CONTENT/TEACHERS
1
2
9
8
CHECKED
NOT CHECKED
omitted
not admin.
VLD: BCG31K2$'1#2#9#8'
Flags: SCR: 205 / CAR:F
230
/C
1.0
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------206 PQ-31K3
BCG31K3
SCRES/RESP/COURSE CONTENT/SCHOOL <GOV>
1
CHECKED
231
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31K3$'1#2#9#8'
Flags: SCR: 206 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------207 PQ-31K4
BCG31K4
SCRES/RESP/COURSE CONTENT/<REG AUTH>
1
CHECKED
232
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31K4$'1#2#9#8'
Flags: SCR: 207 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------208 PQ-31K5
BCG31K5
SCRES/RESP/COURSE CONTENT/<NAT AUTH>
1
CHECKED
233
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31K5$'1#2#9#8'
Flags: SCR: 208 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------209 PQ-31L1
BCG31L1
SCRES/RESP/COURSES OFFERED/PRINCIPAL
1
CHECKED
234
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31L1$'1#2#9#8'
Flags: SCR: 209 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------210 PQ-31L2
BCG31L2
SCRES/RESP/COURSES OFFERED/TEACHERS
1
CHECKED
235
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31L2$'1#2#9#8'
Flags: SCR: 210 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------211 PQ-31L3
BCG31L3
SCRES/RESP/COURSES OFFERED/SCHOOL <GOV>
1
CHECKED
236
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31L3$'1#2#9#8'
210
TALIS User Guide to the International Database
Flags: SCR: 211 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------212 PQ-31L4
BCG31L4
SCRES/RESP/COURSES OFFERED/<REG AUTH>
1
CHECKED
237
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31L4$'1#2#9#8'
Flags: SCR: 212 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------213 PQ-31L5
BCG31L5
SCRES/RESP/COURSES OFFERED/<NAT AUTH>
1
CHECKED
238
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31L5$'1#2#9#8'
Flags: SCR: 213 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------214 PQ-31M1
BCG31M1
SCRES/RESP/FUNDS PROF DEV/PRINCIPAL
1
CHECKED
239
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31M1$'1#2#9#8'
Flags: SCR: 214 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------215 PQ-31M2
BCG31M2
SCRES/RESP/FUNDS PROF DEV/TEACHERS
1
CHECKED
240
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31M2$'1#2#9#8'
Flags: SCR: 215 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------216 PQ-31M3
BCG31M3
SCRES/RESP/FUNDS PROF DEV/SCHOOL <GOV>
1
CHECKED
241
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31M3$'1#2#9#8'
Flags: SCR: 216 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------217 PQ-31M4
BCG31M4
SCRES/RESP/FUNDS PROF DEV/<REG AUTH>
1
CHECKED
242
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BCG31M4$'1#2#9#8'
Flags: SCR: 217 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------218 PQ-31M5
BCG31M5
SCRES/RESP/FUNDS PROF DEV/<NAT AUTH>
1
CHECKED
243
/C 1.0
2
NOT CHECKED
TALIS User Guide to the International Database
211
9
8
omitted
not admin.
VLD: BCG31M5$'1#2#9#8'
Flags: SCR: 218 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------219 PQ-32A
BCG32A
SCRES/STATEMENTS/DEMONSTRATE SOLUTION
1
Strongly Disagree
244
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32A$'1#2#3#4#9#8'
Flags: SCR: 219 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------220 PQ-32B
BCG32B
SCRES/STATEMENTS/POOR PERFORMANCE
1
Strongly Disagree
245
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32B$'1#2#3#4#9#8'
Flags: SCR: 220 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------221 PQ-32C
BCG32C
SCRES/STATEMENTS/TEACHER DECIDES
1
Strongly Disagree
246
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32C$'1#2#3#4#9#8'
Flags: SCR: 221 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------222 PQ-32D
BCG32D
SCRES/STATEMENTS/FACILITATE INQUIRY
1
Strongly Disagree
247
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32D$'1#2#3#4#9#8'
Flags: SCR: 222 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------223 PQ-32E
BCG32E
SCRES/STATEMENTS/TEACHER EXPLAINS
1
Strongly Disagree
248
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32E$'1#2#3#4#9#8'
212
TALIS User Guide to the International Database
Flags: SCR: 223 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------224 PQ-32F
BCG32F
SCRES/STATEMENTS/FINDING SOLUTION
1
Strongly Disagree
249
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32F$'1#2#3#4#9#8'
Flags: SCR: 224 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------225 PQ-32G
BCG32G
SCRES/STATEMENTS/CLEAR PROBLEMS IDEAS
1
Strongly Disagree
250
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32G$'1#2#3#4#9#8'
Flags: SCR: 225 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------226 PQ-32H
BCG32H
SCRES/STATEMENTS/TEACHING FACTS
1
Strongly Disagree
251
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32H$'1#2#3#4#9#8'
Flags: SCR: 226 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------227 PQ-32I
BCG32I
SCRES/STATEMENTS/THINK TO SOLVE PROBLEM
1
Strongly Disagree
252
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32I$'1#2#3#4#9#8'
Flags: SCR: 227 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------228 PQ-32J
BCG32J
SCRES/STATEMENTS/GOOD PERFORMANCE
1
Strongly Disagree
253
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32J$'1#2#3#4#9#8'
Flags: SCR: 228 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
213
229 PQ-32K
BCG32K
SCRES/STATEMENTS/QUIET CLASSROOM
1
2
3
4
9
8
Strongly Disagree
Disagree
Agree
Strongly Agree
omitted
not admin.
VLD: BCG32K$'1#2#3#4#9#8'
Flags: SCR: 229 / CAR:F
/ CAT:B
254
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------230 PQ-32L
BCG32L
SCRES/STATEMENTS/THINKING VS CURRICULUM
1
Strongly Disagree
255
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BCG32L$'1#2#3#4#9#8'
Flags: SCR: 230 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------231 PQ-33
BCG33
SCRES/FORMAL <INDUCTION> PROCESS EXISTS
1
Yes, for all teachers who are new
256
/C 1.0
to this school
2
Yes, but only for teachers for whom this is their first
teaching job
3
No, there is no <induction> process for teachers who
are new to this school
9
omitted
8
not admin.
VLD: BCG33$'1#2#3#9#8'
Flags: SCR: 231 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------232 PQ_34
BCG34
SCRES/ORGANIZER OF <INDUCTION> PROCESS
1
The school alone
257
/C 1.0
2
The school together with agencies or institutions
outside of school
3
Outside agencies or institutions alone
9
omitted
8
not admin.
VLD: BCG34$'1#2#3#9#8'
Flags: SCR: 232 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------233 PQ-35
BCG35
SCRES/MENTORING PROGRAMME OR POLICY
1
Yes, for all teachers who are new
258
/C 1.0
to this school
2
Yes, but only for teachers for whom this is their first
teaching job
3
No, there is no mentoring programme or policy in this school
9
omitted
8
not admin.
VLD: BCG35$'1#2#3#9#8'
Flags: SCR: 233 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
214
TALIS User Guide to the International Database
234 PQ-36
BCG36
SCRES/MENTOR SAME MAIN SUBJECT
1
2
9
8
Yes
No
omitted
not admin.
VLD: BCG36$'1#2#9#8'
Flags: SCR: 234 / CAR:F
259
/C
1.0
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------235 PQ-37
BCG37
SCRES/IMPORTANCE OF MENTORING
1
Not important at all
260
/C 1.0
2
Of low importance
3
Of moderate importance
4
Of high importance
9
omitted
8
not admin.
VLD: BCG37$'1#2#3#4#9#8'
Flags: SCR: 235 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------236 PQ-11A
BCG11A_1 SCBACKGR/STAFF COUNT/TEACHERS (MLT)
1
<=30
261
/C 1.0
2
31-50
3
51-70
4
>=71
9
omitted
8
not admin.
VLD: BCG11A_1$'1#2#3#4#9#8'
Flags: SCR: 236 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------237 PQ-11B
BCG11B_1 SCBACKGR/STAFF COUNT/PED SUPPORT (MLT)
1
<=5
262
/C 1.0
2
6-10
3
11-15
4
>=16
9
omitted
8
not admin.
VLD: BCG11B_1$'1#2#3#4#9#8'
Flags: SCR: 237 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------238 PQ-11C
BCG11C_1 SCBACKGR/STAFF COUNT/ADMINISTRATIV (MLT)
1
<=5
263
/C 1.0
2
6-10
3
11-15
4
>=16
9
omitted
8
not admin.
VLD: BCG11C_1$'1#2#3#4#9#8'
Flags: SCR: 238 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------239 PQ-11A
BCG11A_2 SCBACKGR/STAFF COUNT/TEACHERS (NLD)
1
<=80
264
/C 1.0
2
81-100
3
101-120
4
>=121
9
omitted
TALIS User Guide to the International Database
215
8
not admin.
VLD: BCG11A_2$'1#2#3#4#9#8'
Flags: SCR: 239 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------240 PQ-11B
BCG11B_2 SCBACKGR/STAFF COUNT/PED SUPPORT (NLD)
1
<=10
265
/C 1.0
2
11-15
3
16-20
4
>=21
9
omitted
8
not admin.
VLD: BCG11B_2$'1#2#3#4#9#8'
Flags: SCR: 240 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------241 PQ-11C
BCG11C_2 SCBACKGR/STAFF COUNT/ADMINISTRATIV (NLD)
1
<=10
266
/C 1.0
2
11-15
3
16-20
4
>=21
9
omitted
8
not admin.
VLD: BCG11C_2$'1#2#3#4#9#8'
Flags: SCR: 241 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------242 PQ-12
BCG12_1
SCBACKGR/CURRENT SCHOOL ENROLMENT (MLT)
1
<=250
267
/C 1.0
2
251-375
3
376-500
4
501-750
5
>=751
9
omitted
8
not admin.
VLD: BCG12_1$'1#2#3#4#5#9#8'
Flags: SCR: 242 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------243 PQ-12
BCG12_2
SCBACKGR/CURRENT SCHOOL ENROLMENT (NLD)
1
<=800
268
/C 1.0
2
801-1200
3
1201-1600
4
>=1601
9
omitted
8
not admin.
VLD: BCG12_2$'1#2#3#4#9#8'
Flags: SCR: 243 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------244 PQ-12
BCG12_3
SCBACKGR/CURRENT SCHOOL ENROLMENT (BFL)
1
<=250
269
/C 1.0
2
251-500
3
501-750
4
>=751
9
omitted
8
not admin.
VLD: BCG12_3$'1#2#3#4#9#8'
216
TALIS User Guide to the International Database
Flags: SCR: 244 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------245 SCORE
PBCONS
*INDEX OF CONSTRUCTIVIST BELIEFS ABOUT
VALUE
PBCONS D
270- 279/N 10.5
TEACHING – PRINCIPAL*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 245 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------246 SCORE
SCDELINQ *SCHOOL CLIMATE: STUDENT DELINQUENCY*
VALUE
SCDELINQ D
280- 289/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 246 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------247 SCORE
SCTMORAL *SCHOOL CLIMATE: TEACHERS’ WORKING MORALE* VALUE
SCTMORAL D
290- 299/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 247 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------248 SCORE
FCSGCD
*INDEX OF MANAGEMENT OF SCHOOL GOALS*
VALUE
FCSGCD D
300- 309/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 248 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------249 SCORE
PROIIPD
*INDEX OF INSTRUCTIONAL MANAGEMENT*
VALUE
PROIIPD D
310- 319/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 249 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------250 SCORE
SUPINSTR *INDEX OF DIRECT SUPERVISION OF
VALUE
SUPINSTR D
320- 329/N 10.5
INSTRUCTION*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 250 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------251 SCORE
ACCROLE
*INDEX OF ACCOUNTABLE MANAGEMENT*
VALUE
ACCROLE D
330- 339/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 251 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------252 SCORE
BURRULEF *INDEX OF BUREAUCRATIC MANAGEMENT*
VALUE
BURRULEF D
340- 349/N 10.5
TALIS User Guide to the International Database
217
9999
9998
omitted
not admin.
VLD: .T.
Flags: SCR: 252 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------253 SCORE
ADMINL
*INDEX OF ADMINISTRATIVE LEADERSHIP*
VALUE
ADMINL D
350- 359/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 253 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------254 SCORE
INSTRL
*INDEX OF INSTRUCTIONAL LEADERSHIP*
VALUE
INSTRL D
360- 369/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 254 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------255 SCORE
LACKPERS *INDEX OF LACK OF PERSONNEL*
VALUE
LACKPERS D
370- 379/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 255 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------256 SCORE
LACKMAT
*INDEX OF SHORTAGE OF MATERIALS*
VALUE
LACKMAT D
380- 389/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 256 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------257 SCORE
AUTHIRE
*INDEX OF AUTONOMY: HIRING TEACHERS
VALUE
AUTHIRE D
390- 399/N 10.5
AND DETERMINING SALARIES*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 257 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------258 SCORE
AUTBUDGT *INDEX OF AUTONOMY: FORMULATING AND
VALUE
AUTBUDGT D
400- 409/N 10.5
ALLOCATING THE SCHOOL BUDGET*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 258 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------259 SCORE
AUTSTUDP *INDEX OF AUTONOMY: STUDENT POLICY AND
VALUE
AUTSTUDP D
410- 419/N 10.5
TEXTBOOK CHOICE*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 259 / CAR:F
/ CAT:D
/ DEF:
218
TALIS User Guide to the International Database
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------260 SCORE
AUTCURR
*INDEX OF AUTONOMY: CURRICULUM*
VALUE
AUTCURR D
420- 429/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 260 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------261 SCORE
STRATIO
*STUDENT-TEACHER RATIO (BCG12/BCG11A)*
VALUE
STRATIO D
430- 437/N 8.2
99999
omitted
99998
not admin.
VLD: .T.
Flags: SCR: 261 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------262 SCORE
SPRATIO
*STUDENT-PEDAGOGICAL SUPPORT RATIO
VALUE
SPRATIO D
438- 445/N 8.2
(BCG12/BCG11B)*
99999
omitted
99998
not admin.
VLD: .T.
Flags: SCR: 262 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------263 SCORE
SARATIO
*STUDENT-ADMINISTRATOR RATIO
VALUE
SARATIO D
446- 453/N 8.2
(BCG12/BCG11C)*
99999
omitted
99998
not admin.
VLD: .T.
Flags: SCR: 263 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------264 SCORE
TPRATIO
*RATIO OF TEACHERS TO NUMBER OF
VALUE
TPRATIO D
454- 461/N 8.2
PERSONNEL FOR PEDAGOGICAL SUPPORT
99999
omitted
(BCG11A/BCG11B)*
99998
not admin.
VLD: .T.
Flags: SCR: 264 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------265 SCORE
TARATIO
*RATIO OF TEACHERS TO NUMBER OF SCHOOL
VALUE
TARATIO D
462- 469/N 8.2
ADMINISTRATIVE OR MANAGEMENT PERSONNEL
99999
omitted
(BCG11A/BCG11C)*
99998
not admin.
VLD: .T.
Flags: SCR: 265 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------266 SCORE
NVREVAL
*NEVER CONDUCTED SCHOOL EVALUATION*
0
FALSE
470
/C 1.0
1
TRUE
9
omitted
8
not admin.
VLD: NVREVAL$'0#1#9#8'
Flags: SCR: 266 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------267 SCORE
AVGCLSIZ *AVERAGE CLASS-SIZE (MEAN OF BTG38)*
VALUE
AVGCLSIZ D
471- 478/N 8.2
TALIS User Guide to the International Database
219
99999
99998
omitted
not admin.
VLD: .T.
Flags: SCR: 267 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------268 SCORE
LANGDIFF *STUDENTS FIRST LANGUAGE DIFFERENT
VALUE
LANGDIFF D
479- 486/N 8.2
FROM LANGAUGE OF INSTRUCTION
99999
omitted
(MEAN OF BTG40A)*
99998
not admin.
VLD: .T.
Flags: SCR: 268 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------269 SCORE
PEDUATT3 *STUDENTS WITH AT LEAST ONE PARENT/
VALUE
PEDUATT3 D
487- 494/N 8.2
GUARDIAN WHO COMPLETED ISCED 3 OR HIGHER 99999
omitted
(MEAN OF BTG40B)*
99998
not admin.
VLD: .T.
Flags: SCR: 269 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------270 SCORE
PEDUATT5 *STUDENTS WITH AT LEAST ONE PARENT
VALUE
PEDUATT5 D
495- 502/N 8.2
/GUARDIAN WHO COMPLETED ISCED 5 OR HIGHER 99999
omitted
(MEAN OF BTG40C)*
99998
not admin.
VLD: .T.
Flags: SCR: 270 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------271 ITMODE
ITMODE
*ADMINISTRATION MODE/DATA SOURCE*
1
ONLINE
503
/C 1.0
2
PAPER
9
omitted
8
not admin.
VLD: ITMODE$'1#2#9#8'
Flags: SCR: 271 / CAR:F
/ CAT:IT
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------272 ITPART
ITPART
*FINAL PARTICIPATION INDICATOR*
2
NOT RETURNED
504
/C 1.0
3
RETURNED
9
omitted
8
not admin.
VLD: ITPART$'2#3#9#8'
Flags: SCR: 272 / CAR:F
/ CAT:IT
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------273 IDCNTRY
IDCNTRY
*COUNTRY ID*
VALUE
IDCNTRY DPC
505- 510/N 6.0
36
Australia
40
Austria
956
Belgium (Flemish)
76
Brazil
100
Bulgaria
208
Denmark
233
Estonia
348
Hungary
352
Iceland
220
TALIS User Guide to the International Database
372
380
410
440
458
470
484
528
578
616
620
703
705
724
792
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Netherlands
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Turkey
VLD: .T.
Flags: SCR: 273 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------274 IDCNTRYR
IDCNTRYR *COUNTRY ID FOR REPORTING
VALUE
IDCNTRYR DPC
511- 516/N 6.0
(ALPHABETICAL ORDER)*
1
Australia
2
Austria
3
Belgium (Flemish)
4
Brazil
5
Bulgaria
6
Denmark
7
Estonia
8
Hungary
9
Iceland
10
Ireland
11
Italy
12
Korea
13
Lithuania
14
Malaysia
15
Malta
16
Mexico
17
Netherlands
18
Norway
19
Poland
20
Portugal
21
Slovak Republic
22
Slovenia
23
Spain
24
Turkey
VLD: .T.
Flags: SCR: 274 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------275 OECD
OECD
*OECD MEMBERSHIP STATUS*
0
OECD NON-MEMBER
517
/C 1.0
1
OECD MEMBER
9
omitted
8
not admin.
VLD: OECD$'0#1#9#8'
TALIS User Guide to the International Database
221
Flags: SCR: 275 / CAR:F
/ CAT:DPC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------276 WEIGHT
SCHWGT
*FINAL SCHOOL WEIGHT*
VALUE
SCHWGT STC
518- 530/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 276 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------277 WEIGHT
SRWGT1
*SCHOOL BRR-FAY REPLICATE WEIGHT 1*
VALUE
SRWGT1 STC
531- 543/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 277 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------278 WEIGHT
SRWGT2
*SCHOOL BRR-FAY REPLICATE WEIGHT 2*
VALUE
SRWGT2 STC
544- 556/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 278 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------279 WEIGHT
SRWGT3
*SCHOOL BRR-FAY REPLICATE WEIGHT 3*
VALUE
SRWGT3 STC
557- 569/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 279 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------280 WEIGHT
SRWGT4
*SCHOOL BRR-FAY REPLICATE WEIGHT 4*
VALUE
SRWGT4 STC
570- 582/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 280 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------281 WEIGHT
SRWGT5
*SCHOOL BRR-FAY REPLICATE WEIGHT 5*
VALUE
SRWGT5 STC
583- 595/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 281 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------282 WEIGHT
SRWGT6
*SCHOOL BRR-FAY REPLICATE WEIGHT 6*
VALUE
SRWGT6 STC
596- 608/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 282 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------283 WEIGHT
SRWGT7
*SCHOOL BRR-FAY REPLICATE WEIGHT 7*
VALUE
SRWGT7 STC
609- 621/N 13.6
222
TALIS User Guide to the International Database
999999
999998
omitted
not admin.
VLD: .T.
Flags: SCR: 283 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------284 WEIGHT
SRWGT8
*SCHOOL BRR-FAY REPLICATE WEIGHT 8*
VALUE
SRWGT8 STC
622- 634/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 284 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------285 WEIGHT
SRWGT9
*SCHOOL BRR-FAY REPLICATE WEIGHT 9*
VALUE
SRWGT9 STC
635- 647/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 285 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------286 WEIGHT
SRWGT10
*SCHOOL BRR-FAY REPLICATE WEIGHT 10*
VALUE
SRWGT10 STC
648- 660/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 286 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------287 WEIGHT
SRWGT11
*SCHOOL BRR-FAY REPLICATE WEIGHT 11*
VALUE
SRWGT11 STC
661- 673/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 287 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------288 WEIGHT
SRWGT12
*SCHOOL BRR-FAY REPLICATE WEIGHT 12*
VALUE
SRWGT12 STC
674- 686/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 288 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------289 WEIGHT
SRWGT13
*SCHOOL BRR-FAY REPLICATE WEIGHT 13*
VALUE
SRWGT13 STC
687- 699/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 289 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------290 WEIGHT
SRWGT14
*SCHOOL BRR-FAY REPLICATE WEIGHT 14*
VALUE
SRWGT14 STC
700- 712/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 290 / CAR:F
/ CAT:STC
/ DEF:
TALIS User Guide to the International Database
223
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------291 WEIGHT
SRWGT15
*SCHOOL BRR-FAY REPLICATE WEIGHT 15*
VALUE
SRWGT15 STC
713- 725/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 291 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------292 WEIGHT
SRWGT16
*SCHOOL BRR-FAY REPLICATE WEIGHT 16*
VALUE
SRWGT16 STC
726- 738/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 292 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------293 WEIGHT
SRWGT17
*SCHOOL BRR-FAY REPLICATE WEIGHT 17*
VALUE
SRWGT17 STC
739- 751/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 293 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------294 WEIGHT
SRWGT18
*SCHOOL BRR-FAY REPLICATE WEIGHT 18*
VALUE
SRWGT18 STC
752- 764/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 294 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------295 WEIGHT
SRWGT19
*SCHOOL BRR-FAY REPLICATE WEIGHT 19*
VALUE
SRWGT19 STC
765- 777/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 295 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------296 WEIGHT
SRWGT20
*SCHOOL BRR-FAY REPLICATE WEIGHT 20*
VALUE
SRWGT20 STC
778- 790/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 296 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------297 WEIGHT
SRWGT21
*SCHOOL BRR-FAY REPLICATE WEIGHT 21*
VALUE
SRWGT21 STC
791- 803/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 297 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------298 WEIGHT
SRWGT22
*SCHOOL BRR-FAY REPLICATE WEIGHT 22*
VALUE
SRWGT22 STC
804- 816/N 13.6
999999
omitted
224
TALIS User Guide to the International Database
999998
not admin.
VLD: .T.
Flags: SCR: 298 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------299 WEIGHT
SRWGT23
*SCHOOL BRR-FAY REPLICATE WEIGHT 23*
VALUE
SRWGT23 STC
817- 829/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 299 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------300 WEIGHT
SRWGT24
*SCHOOL BRR-FAY REPLICATE WEIGHT 24*
VALUE
SRWGT24 STC
830- 842/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 300 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------301 WEIGHT
SRWGT25
*SCHOOL BRR-FAY REPLICATE WEIGHT 25*
VALUE
SRWGT25 STC
843- 855/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 301 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------302 WEIGHT
SRWGT26
*SCHOOL BRR-FAY REPLICATE WEIGHT 26*
VALUE
SRWGT26 STC
856- 868/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 302 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------303 WEIGHT
SRWGT27
*SCHOOL BRR-FAY REPLICATE WEIGHT 27*
VALUE
SRWGT27 STC
869- 881/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 303 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------304 WEIGHT
SRWGT28
*SCHOOL BRR-FAY REPLICATE WEIGHT 28*
VALUE
SRWGT28 STC
882- 894/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 304 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------305 WEIGHT
SRWGT29
*SCHOOL BRR-FAY REPLICATE WEIGHT 29*
VALUE
SRWGT29 STC
895- 907/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 305 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
TALIS User Guide to the International Database
225
-------------------------------------------------------------------------------------------------------------------------------------306 WEIGHT
SRWGT30
*SCHOOL BRR-FAY REPLICATE WEIGHT 30*
VALUE
SRWGT30 STC
908- 920/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 306 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------307 WEIGHT
SRWGT31
*SCHOOL BRR-FAY REPLICATE WEIGHT 31*
VALUE
SRWGT31 STC
921- 933/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 307 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------308 WEIGHT
SRWGT32
*SCHOOL BRR-FAY REPLICATE WEIGHT 32*
VALUE
SRWGT32 STC
934- 946/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 308 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------309 WEIGHT
SRWGT33
*SCHOOL BRR-FAY REPLICATE WEIGHT 33*
VALUE
SRWGT33 STC
947- 959/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 309 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------310 WEIGHT
SRWGT34
*SCHOOL BRR-FAY REPLICATE WEIGHT 34*
VALUE
SRWGT34 STC
960- 972/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 310 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------311 WEIGHT
SRWGT35
*SCHOOL BRR-FAY REPLICATE WEIGHT 35*
VALUE
SRWGT35 STC
973- 985/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 311 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------312 WEIGHT
SRWGT36
*SCHOOL BRR-FAY REPLICATE WEIGHT 36*
VALUE
SRWGT36 STC
986- 998/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 312 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------313 WEIGHT
SRWGT37
*SCHOOL BRR-FAY REPLICATE WEIGHT 37*
VALUE
SRWGT37 STC
999- 1011/N 13.6
999999
omitted
999998
not admin.
226
TALIS User Guide to the International Database
VLD: .T.
Flags: SCR: 313 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------314 WEIGHT
SRWGT38
*SCHOOL BRR-FAY REPLICATE WEIGHT 38*
VALUE
SRWGT38 STC
1012- 1024/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 314 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------315 WEIGHT
SRWGT39
*SCHOOL BRR-FAY REPLICATE WEIGHT 39*
VALUE
SRWGT39 STC
1025- 1037/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 315 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------316 WEIGHT
SRWGT40
*SCHOOL BRR-FAY REPLICATE WEIGHT 40*
VALUE
SRWGT40 STC
1038- 1050/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 316 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------317 WEIGHT
SRWGT41
*SCHOOL BRR-FAY REPLICATE WEIGHT 41*
VALUE
SRWGT41 STC
1051- 1063/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 317 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------318 WEIGHT
SRWGT42
*SCHOOL BRR-FAY REPLICATE WEIGHT 42*
VALUE
SRWGT42 STC
1064- 1076/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 318 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------319 WEIGHT
SRWGT43
*SCHOOL BRR-FAY REPLICATE WEIGHT 43*
VALUE
SRWGT43 STC
1077- 1089/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 319 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------320 WEIGHT
SRWGT44
*SCHOOL BRR-FAY REPLICATE WEIGHT 44*
VALUE
SRWGT44 STC
1090- 1102/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 320 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
227
321 WEIGHT
SRWGT45
*SCHOOL BRR-FAY REPLICATE WEIGHT 45*
VALUE
999999
999998
SRWGT45 STC
omitted
not admin.
VLD: .T.
Flags: SCR: 321 / CAR:F
1103- 1115/N 13.6
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------322 WEIGHT
SRWGT46
*SCHOOL BRR-FAY REPLICATE WEIGHT 46*
VALUE
SRWGT46 STC
1116- 1128/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 322 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------323 WEIGHT
SRWGT47
*SCHOOL BRR-FAY REPLICATE WEIGHT 47*
VALUE
SRWGT47 STC
1129- 1141/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 323 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------324 WEIGHT
SRWGT48
*SCHOOL BRR-FAY REPLICATE WEIGHT 48*
VALUE
SRWGT48 STC
1142- 1154/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 324 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------325 WEIGHT
SRWGT49
*SCHOOL BRR-FAY REPLICATE WEIGHT 49*
VALUE
SRWGT49 STC
1155- 1167/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 325 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------326 WEIGHT
SRWGT50
*SCHOOL BRR-FAY REPLICATE WEIGHT 50*
VALUE
SRWGT50 STC
1168- 1180/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 326 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------327 WEIGHT
SRWGT51
*SCHOOL BRR-FAY REPLICATE WEIGHT 51*
VALUE
SRWGT51 STC
1181- 1193/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 327 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------328 WEIGHT
SRWGT52
*SCHOOL BRR-FAY REPLICATE WEIGHT 52*
VALUE
SRWGT52 STC
1194- 1206/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
228
TALIS User Guide to the International Database
Flags: SCR: 328 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------329 WEIGHT
SRWGT53
*SCHOOL BRR-FAY REPLICATE WEIGHT 53*
VALUE
SRWGT53 STC
1207- 1219/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 329 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------330 WEIGHT
SRWGT54
*SCHOOL BRR-FAY REPLICATE WEIGHT 54*
VALUE
SRWGT54 STC
1220- 1232/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 330 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------331 WEIGHT
SRWGT55
*SCHOOL BRR-FAY REPLICATE WEIGHT 55*
VALUE
SRWGT55 STC
1233- 1245/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 331 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------332 WEIGHT
SRWGT56
*SCHOOL BRR-FAY REPLICATE WEIGHT 56*
VALUE
SRWGT56 STC
1246- 1258/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 332 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------333 WEIGHT
SRWGT57
*SCHOOL BRR-FAY REPLICATE WEIGHT 57*
VALUE
SRWGT57 STC
1259- 1271/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 333 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------334 WEIGHT
SRWGT58
*SCHOOL BRR-FAY REPLICATE WEIGHT 58*
VALUE
SRWGT58 STC
1272- 1284/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 334 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------335 WEIGHT
SRWGT59
*SCHOOL BRR-FAY REPLICATE WEIGHT 59*
VALUE
SRWGT59 STC
1285- 1297/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 335 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------336 WEIGHT
SRWGT60
*SCHOOL BRR-FAY REPLICATE WEIGHT 60*
VALUE
SRWGT60 STC
1298- 1310/N 13.6
TALIS User Guide to the International Database
229
999999
999998
omitted
not admin.
VLD: .T.
Flags: SCR: 336 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------337 WEIGHT
SRWGT61
*SCHOOL BRR-FAY REPLICATE WEIGHT 61*
VALUE
SRWGT61 STC
1311- 1323/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 337 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------338 WEIGHT
SRWGT62
*SCHOOL BRR-FAY REPLICATE WEIGHT 62*
VALUE
SRWGT62 STC
1324- 1336/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 338 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------339 WEIGHT
SRWGT63
*SCHOOL BRR-FAY REPLICATE WEIGHT 63*
VALUE
SRWGT63 STC
1337- 1349/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 339 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------340 WEIGHT
SRWGT64
*SCHOOL BRR-FAY REPLICATE WEIGHT 64*
VALUE
SRWGT64 STC
1350- 1362/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 340 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------341 WEIGHT
SRWGT65
*SCHOOL BRR-FAY REPLICATE WEIGHT 65*
VALUE
SRWGT65 STC
1363- 1375/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 341 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------342 WEIGHT
SRWGT66
*SCHOOL BRR-FAY REPLICATE WEIGHT 66*
VALUE
SRWGT66 STC
1376- 1388/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 342 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------343 WEIGHT
SRWGT67
*SCHOOL BRR-FAY REPLICATE WEIGHT 67*
VALUE
SRWGT67 STC
1389- 1401/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 343 / CAR:F
/ CAT:STC
/ DEF:
230
TALIS User Guide to the International Database
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------344 WEIGHT
SRWGT68
*SCHOOL BRR-FAY REPLICATE WEIGHT 68*
VALUE
SRWGT68 STC
1402- 1414/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 344 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------345 WEIGHT
SRWGT69
*SCHOOL BRR-FAY REPLICATE WEIGHT 69*
VALUE
SRWGT69 STC
1415- 1427/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 345 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------346 WEIGHT
SRWGT70
*SCHOOL BRR-FAY REPLICATE WEIGHT 70*
VALUE
SRWGT70 STC
1428- 1440/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 346 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------347 WEIGHT
SRWGT71
*SCHOOL BRR-FAY REPLICATE WEIGHT 71*
VALUE
SRWGT71 STC
1441- 1453/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 347 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------348 WEIGHT
SRWGT72
*SCHOOL BRR-FAY REPLICATE WEIGHT 72*
VALUE
SRWGT72 STC
1454- 1466/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 348 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------349 WEIGHT
SRWGT73
*SCHOOL BRR-FAY REPLICATE WEIGHT 73*
VALUE
SRWGT73 STC
1467- 1479/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 349 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------350 WEIGHT
SRWGT74
*SCHOOL BRR-FAY REPLICATE WEIGHT 74*
VALUE
SRWGT74 STC
1480- 1492/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 350 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------351 WEIGHT
SRWGT75
*SCHOOL BRR-FAY REPLICATE WEIGHT 75*
VALUE
SRWGT75 STC
1493- 1505/N 13.6
999999
omitted
TALIS User Guide to the International Database
231
999998
not admin.
VLD: .T.
Flags: SCR: 351 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------352 WEIGHT
SRWGT76
*SCHOOL BRR-FAY REPLICATE WEIGHT 76*
VALUE
SRWGT76 STC
1506- 1518/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 352 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------353 WEIGHT
SRWGT77
*SCHOOL BRR-FAY REPLICATE WEIGHT 77*
VALUE
SRWGT77 STC
1519- 1531/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 353 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------354 WEIGHT
SRWGT78
*SCHOOL BRR-FAY REPLICATE WEIGHT 78*
VALUE
SRWGT78 STC
1532- 1544/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 354 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------355 WEIGHT
SRWGT79
*SCHOOL BRR-FAY REPLICATE WEIGHT 79*
VALUE
SRWGT79 STC
1545- 1557/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 355 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------356 WEIGHT
SRWGT80
*SCHOOL BRR-FAY REPLICATE WEIGHT 80*
VALUE
SRWGT80 STC
1558- 1570/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 356 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------357 WEIGHT
SRWGT81
*SCHOOL BRR-FAY REPLICATE WEIGHT 81*
VALUE
SRWGT81 STC
1571- 1583/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 357 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------358 WEIGHT
SRWGT82
*SCHOOL BRR-FAY REPLICATE WEIGHT 82*
VALUE
SRWGT82 STC
1584- 1596/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 358 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
232
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------359 WEIGHT
SRWGT83
*SCHOOL BRR-FAY REPLICATE WEIGHT 83*
VALUE
SRWGT83 STC
1597- 1609/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 359 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------360 WEIGHT
SRWGT84
*SCHOOL BRR-FAY REPLICATE WEIGHT 84*
VALUE
SRWGT84 STC
1610- 1622/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 360 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------361 WEIGHT
SRWGT85
*SCHOOL BRR-FAY REPLICATE WEIGHT 85*
VALUE
SRWGT85 STC
1623- 1635/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 361 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------362 WEIGHT
SRWGT86
*SCHOOL BRR-FAY REPLICATE WEIGHT 86*
VALUE
SRWGT86 STC
1636- 1648/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 362 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------363 WEIGHT
SRWGT87
*SCHOOL BRR-FAY REPLICATE WEIGHT 87*
VALUE
SRWGT87 STC
1649- 1661/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 363 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------364 WEIGHT
SRWGT88
*SCHOOL BRR-FAY REPLICATE WEIGHT 88*
VALUE
SRWGT88 STC
1662- 1674/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 364 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------365 WEIGHT
SRWGT89
*SCHOOL BRR-FAY REPLICATE WEIGHT 89*
VALUE
SRWGT89 STC
1675- 1687/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 365 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------366 WEIGHT
SRWGT90
*SCHOOL BRR-FAY REPLICATE WEIGHT 90*
VALUE
SRWGT90 STC
1688- 1700/N 13.6
999999
omitted
999998
not admin.
TALIS User Guide to the International Database
233
VLD: .T.
Flags: SCR: 366 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------367 WEIGHT
SRWGT91
*SCHOOL BRR-FAY REPLICATE WEIGHT 91*
VALUE
SRWGT91 STC
1701- 1713/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 367 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------368 WEIGHT
SRWGT92
*SCHOOL BRR-FAY REPLICATE WEIGHT 92*
VALUE
SRWGT92 STC
1714- 1726/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 368 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------369 WEIGHT
SRWGT93
*SCHOOL BRR-FAY REPLICATE WEIGHT 93*
VALUE
SRWGT93 STC
1727- 1739/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 369 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------370 WEIGHT
SRWGT94
*SCHOOL BRR-FAY REPLICATE WEIGHT 94*
VALUE
SRWGT94 STC
1740- 1752/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 370 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------371 WEIGHT
SRWGT95
*SCHOOL BRR-FAY REPLICATE WEIGHT 95*
VALUE
SRWGT95 STC
1753- 1765/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 371 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------372 WEIGHT
SRWGT96
*SCHOOL BRR-FAY REPLICATE WEIGHT 96*
VALUE
SRWGT96 STC
1766- 1778/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 372 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------373 WEIGHT
SRWGT97
*SCHOOL BRR-FAY REPLICATE WEIGHT 97*
VALUE
SRWGT97 STC
1779- 1791/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 373 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
234
TALIS User Guide to the International Database
374 WEIGHT
SRWGT98
*SCHOOL BRR-FAY REPLICATE WEIGHT 98*
VALUE
999999
999998
SRWGT98 STC
omitted
not admin.
VLD: .T.
Flags: SCR: 374 / CAR:F
1792- 1804/N 13.6
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------375 WEIGHT
SRWGT99
*SCHOOL BRR-FAY REPLICATE WEIGHT 99*
VALUE
SRWGT99 STC
1805- 1817/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 375 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------376 WEIGHT
SRWGT100 *SCHOOL BRR-FAY REPLICATE WEIGHT 100*
VALUE
SRWGT100 STC
1818- 1830/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 376 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------377 VERSION
VERSION
*DATA SENDOUT VERSION*
VALUE
VERSION PROC
1831- 1832/N 2.0
99
omitted
98
not admin.
VLD: .T.
Flags: SCR: 377 / CAR:F
/ CAT:PROC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------378 DPCDATE
DPCDATE
*DATE EXPORTED*
VALUE
DPCDATE PROC
1833- 1840/N 8.0
9999999
omitted
9999998
not admin.
VLD: .T.
Flags: SCR: 378 / CAR:F
/ CAT:PROC
/ DEF:
COMMENT:
8.5 Appendix A5 – Teacher questionnaire codebook
Var. Question
Variable Variable Label
Code
Option
Location/Format
No.
Name
-------------------------------------------------------------------------------------------------------------------------------------1 IDTEACH
IDTEACH
*TEACHER ID*
VALUE
IDTEACH ID
18/N 8.0
9999999
omitted
9999998
not admin.
VLD: .T.
Flags: SCR:
1 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------2 TQ-01
BTG01
BACKGROUND/GENDER
1
Female
9
/C 1.0
2
Male
9
omitted
TALIS User Guide to the International Database
235
8
not admin.
VLD: BTG01$'1#2#9#8'
Flags: SCR:
2 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------3 TQ-02
BTG02
BACKGROUND/AGE GROUP
1
Under 25
10
/C 1.0
2
25-29
3
30-39
4
40-49
5
50-59
6
60+
9
omitted
8
not admin.
VLD: BTG02$'1#2#3#4#5#6#9#8'
Flags: SCR:
3 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------4 TQ-03
BTG03
BACKGROUND/EMPLOYMENT TIME
1
Full-time
11
/C 1.0
2
Part-time (50-90% of full-time hours)
3
Part-time (less than 50% of full-time hours)
9
omitted
8
not admin.
VLD: BTG03$'1#2#3#9#8'
Flags: SCR:
4 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------5 TQ-04
BTG04
BACKGROUND/WORK AT ANOTHER SCHOOL
1
Yes
12
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG04$'1#2#9#8'
Flags: SCR:
5 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------6 TQ-05
BTG05
BACKGROUND/COUNT OF OTHER SCHOOLS
VALUE
BTG05 B
1314/N 2.0
99
omitted
98
not admin.
VLD: (BTG05>=1.AND.BTG05<=2).OR.BTG05=99.OR.BTG05=98
Flags: SCR:
6 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------7 TQ-06
BTG06
BACKGROUND/EMPLOYMENT STATUS
1
Permanent employment
15
/C 1.0
2
Fixed term contract for more than 1 school-year
3
Fixed-term contract for 1 school-year or less
9
omitted
8
not admin.
VLD: BTG06$'1#2#3#9#8'
Flags: SCR:
7 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------8 TQ-07
BTG07
BACKGROUND/HIGHEST LEVEL OF EDUCATION
1
<Below ISCED Level 5>
16
/C 1.0
2
<ISCED Level 5B>
3
<ISCED Level 5A Bachelor degree>
236
TALIS User Guide to the International Database
4
5
9
8
<ISCED Level 5A Masters degree>
<ISCED Level 6>
omitted
not admin.
VLD: BTG07$'1#2#3#4#5#9#8'
Flags: SCR:
8 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------9 TQ-08A
BTG08A
BACKGROUND/HOURS/TEACHING
VALUE
BTG08A B
1718/N 2.0
99
omitted
98
not admin.
VLD: (BTG08A>=5.AND.BTG08A<=30).OR.BTG08A=99.OR.BTG08A=
98
Flags: SCR:
9 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------10 TQ-08B
BTG08B
BACKGROUND/HOURS/PLANNING
VALUE
BTG08B B
1920/N 2.0
99
omitted
98
not admin.
VLD: (BTG08B>=0.AND.BTG08B<=20).OR.BTG08B=99.OR.BTG08B=
98
Flags: SCR: 10 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------11 TQ-08C
BTG08C
BACKGROUND/HOURS/ADMINISTRATIVE DUTIES
VALUE
BTG08C B
2122/N 2.0
99
omitted
98
not admin.
VLD: (BTG08C>=0.AND.BTG08C<=10).OR.BTG08C=99.OR.BTG08C=
98
Flags: SCR: 11 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------12 TQ-08D
BTG08D
BACKGROUND/HOURS/OTHER
VALUE
BTG08D B
2324/N 2.0
99
omitted
98
not admin.
VLD: (BTG08D>=0.AND.BTG08D<=10).OR.BTG08D=99.OR.BTG08D=
98
Flags: SCR: 12 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------13 TQ-09
BTG09
BACKGROUND/EXPERIENCE TEACHER
1
This is my first year
2526/C 2.0
2
1-2 years
3
3-5 years
4
6-10 years
5
11-15 years
6
16-20 years
7
More than 20 years
99
omitted
98
not admin.
VLD: BTG09$'1#2#3#4#5#6#99#98'
Flags: SCR: 13 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
237
14 TQ-10
BTG10
BACKGROUND/EXPERIENCE TEACHER SCHOOL
1
2
3
4
5
6
7
99
98
This is my first year
1-2 years
3-5 years
6-10 years
11-15 years
16-20 years
More than 20 years
omitted
not admin.
VLD: BTG10$'1#2#3#4#5#6#99#98'
Flags: SCR: 14 / CAR:F
/ CAT:B
27-
28/C
2.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------15 TQ-11A1
BTG11A1
PROFDEV/ACTIV/COURSES WORKSHOPS/PART
1
Yes
29
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG11A1$'1#2#9#8'
Flags: SCR: 15 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------16 TQ-11A2
BTG11A2
PROFDEV/ACTIV/COURSES WORKSHOPS/IMPACT
1
No impact
30
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11A2$'1#2#3#4#9#8'
Flags: SCR: 16 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------17 TQ-11B1
BTG11B1
PROFDEV/ACTIV/CONFERENCES SEMINAR/PART
1
Yes
31
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG11B1$'1#2#9#8'
Flags: SCR: 17 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------18 TQ-11B2
BTG11B2
PROFDEV/ACTIV/CONFERENCES SEMINAR/IMPACT
1
No impact
32
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11B2$'1#2#3#4#9#8'
Flags: SCR: 18 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------19 TQ-11C1
BTG11C1
PROFDEV/ACTIV/QUALIFICATION/PART
1
Yes
33
/C 1.0
2
No
9
omitted
8
not admin.
238
TALIS User Guide to the International Database
VLD: BTG11C1$'1#2#9#8'
Flags: SCR: 19 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------20 TQ-11C2
BTG11C2
PROFDEV/ACTIV/QUALIFICATION/IMPACT
1
No impact
34
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11C2$'1#2#3#4#9#8'
Flags: SCR: 20 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------21 TQ-11D1
BTG11D1
PROFDEV/ACTIV/OBSERVATION VISITS/PART
1
Yes
35
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG11D1$'1#2#9#8'
Flags: SCR: 21 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------22 TQ-11D2
BTG11D2
PROFDEV/ACTIV/OBSERVATION VISITS/IMPACT
1
No impact
36
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11D2$'1#2#3#4#9#8'
Flags: SCR: 22 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------23 TQ-11E1
BTG11E1
PROFDEV/ACTIV/NETWORK PROF DEV/PART
1
Yes
37
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG11E1$'1#2#9#8'
Flags: SCR: 23 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------24 TQ-11E2
BTG11E2
PROFDEV/ACTIV/NETWORK PROF DEV/IMPACT
1
No impact
38
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11E2$'1#2#3#4#9#8'
Flags: SCR: 24 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------25 TQ-11F1
BTG11F1
PROFDEV/ACTIV/RESEARCH/PART
1
Yes
39
/C 1.0
2
No
9
omitted
TALIS User Guide to the International Database
239
8
not admin.
VLD: BTG11F1$'1#2#9#8'
Flags: SCR: 25 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------26 TQ-11F2
BTG11F2
PROFDEV/ACTIV/RESEARCH/IMPACT
1
No impact
40
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11F2$'1#2#3#4#9#8'
Flags: SCR: 26 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------27 TQ-11G1
BTG11G1
PROFDEV/ACTIV/MENTORING/PART
1
Yes
41
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG11G1$'1#2#9#8'
Flags: SCR: 27 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------28 TQ-11G2
BTG11G2
PROFDEV/ACTIV/MENTORING/IMPACT
1
No impact
42
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG11G2$'1#2#3#4#9#8'
Flags: SCR: 28 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------29 TQ-12
BTG12
PROFDEV/DAYS
VALUE
BTG12 F
4345/N 3.0
999
omitted
998
not admin.
VLD: (BTG12>=1.AND.BTG12<=60).OR.BTG12=999.OR.BTG12=998
Flags: SCR: 29 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------30 TQ-13
BTG13
PROFDEV/DAYS COMPULSORY
VALUE
BTG13 BD
4648/N 3.0
999
omitted
998
not admin.
VLD: (BTG13>=0.AND.BTG13<=25).OR.BTG13=999.OR.BTG13=998
Flags: SCR: 30 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------31 TQ-14
BTG14
PROFDEV/PERSONAL PAYMENT
1
None
49
/C 1.0
2
Some
3
All
9
omitted
8
not admin.
VLD: BTG14$'1#2#3#9#8'
240
TALIS User Guide to the International Database
Flags: SCR: 31 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------32 TQ-15
BTG15
PROFDEV/SCHEDULED TIME
1
Yes
50
/C 1.0
2
No
3
Did not take place during regular work hours
9
omitted
8
not admin.
VLD: BTG15$'1#2#3#9#8'
Flags: SCR: 32 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------33 TQ-16
BTG16
PROFDEV/SALARY SUPPLEMENT
1
Yes
51
/C 1.0
2
No
3
Did not take place outside of regular work hours
9
omitted
8
not admin.
VLD: BTG16$'1#2#3#9#8'
Flags: SCR: 33 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------34 TQ-17A1
BTG17A1
PROFDEV/LESS FORMAL/READING/PART
1
Yes
52
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG17A1$'1#2#9#8'
Flags: SCR: 34 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------35 TQ-17A2
BTG17A2
PROFDEV/LESS FORMAL/READING/IMPACT
1
No impact
53
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
VLD: BTG17A2$'1#2#3#4#9#8'
Flags: SCR: 35 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------36 TQ-17B1
BTG17B1
PROFDEV/LESS FORMAL/DIALOGUE/PART
1
Yes
54
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG17B1$'1#2#9#8'
Flags: SCR: 36 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------37 TQ-17B2
BTG17B2
PROFDEV/LESS FORMAL/DIALOGUE/IMPACT
1
No impact
55
/C 1.0
2
A small impact
3
A moderate impact
4
A large impact
9
omitted
8
not admin.
TALIS User Guide to the International Database
241
VLD: BTG17B2$'1#2#3#4#9#8'
Flags: SCR: 37 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------38 TQ-18A
BTG18A
PROFDEV/NEEDS/CONTENT PERFORM STANDARDS
1
No need at all
56
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18A$'1#2#3#4#9#8'
Flags: SCR: 38 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------39 TQ-18B
BTG18B
PROFDEV/NEEDS/STUDENT ASSESSMENT
1
No need at all
57
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18B$'1#2#3#4#9#8'
Flags: SCR: 39 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------40 TQ-18C
BTG18C
PROFDEV/NEEDS/CLASSROOM MANAGEMENT
1
No need at all
58
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18C$'1#2#3#4#9#8'
Flags: SCR: 40 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------41 TQ-18D
BTG18D
PROFDEV/NEEDS/KNOWLEDGE MAIN SUBJECTS
1
No need at all
59
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18D$'1#2#3#4#9#8'
Flags: SCR: 41 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------42 TQ-18E
BTG18E
PROFDEV/NEEDS/KNOWLEDGE INSTRUC PRACT
1
No need at all
60
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18E$'1#2#3#4#9#8'
Flags: SCR: 42 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
242
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------43 TQ-18F
BTG18F
PROFDEV/NEEDS/ICT SKILLS
1
No need at all
61
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18F$'1#2#3#4#9#8'
Flags: SCR: 43 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------44 TQ-18G
BTG18G
PROFDEV/NEEDS/SPECIAL LEARNING NEEDS
1
No need at all
62
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18G$'1#2#3#4#9#8'
Flags: SCR: 44 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------45 TQ-18H
BTG18H
PROFDEV/NEEDS/STUDENT DISCIPLINE
1
No need at all
63
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18H$'1#2#3#4#9#8'
Flags: SCR: 45 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------46 TQ-18I
BTG18I
PROFDEV/NEEDS/SCHOOL MANAGEMENT
1
No need at all
64
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18I$'1#2#3#4#9#8'
Flags: SCR: 46 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------47 TQ-18J
BTG18J
PROFDEV/NEEDS/MULTICULTURAL SETTING
1
No need at all
65
/C 1.0
2
Low level of need
3
Moderate level of need
4
High level of need
9
omitted
8
not admin.
VLD: BTG18J$'1#2#3#4#9#8'
Flags: SCR: 47 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------48 TQ-18K
BTG18K
PROFDEV/NEEDS/STUDENT COUNSELLING
1
No need at all
66
/C 1.0
2
Low level of need
TALIS User Guide to the International Database
243
3
4
9
8
Moderate level of need
High level of need
omitted
not admin.
VLD: BTG18K$'1#2#3#4#9#8'
Flags: SCR: 48 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------49 TQ-19
BTG19
PROFDEV/WANT TO PARTICIPATE IN MORE
1
Yes
67
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG19$'1#2#9#8'
Flags: SCR: 49 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------50 TQ-20A
BTG20A
PROFDEV/PREVENT/NO PRE-REQUISITES
1
CHECKED
68
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20A$'1#2#9#8'
Flags: SCR: 50 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------51 TQ-20B
BTG20B
PROFDEV/PREVENT/TOO EXPENSIVE
1
CHECKED
69
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20B$'1#2#9#8'
Flags: SCR: 51 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------52 TQ-20C
BTG20C
PROFDEV/PREVENT/LACK OF EMPLOYER SUPPORT
1
CHECKED
70
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20C$'1#2#9#8'
Flags: SCR: 52 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------53 TQ-20D
BTG20D
PROFDEV/PREVENT/CONFLICT SCHEDULE
1
CHECKED
71
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20D$'1#2#9#8'
Flags: SCR: 53 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------54 TQ-20E
BTG20E
PROFDEV/PREVENT/FAMILY RESPONSIBILITIES
1
CHECKED
72
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20E$'1#2#9#8'
244
TALIS User Guide to the International Database
Flags: SCR: 54 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------55 TQ-20F
BTG20F
PROFDEV/PREVENT/NO SUITABLE OFFER
1
CHECKED
73
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20F$'1#2#9#8'
Flags: SCR: 55 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------56 TQ-20G
BTG20G
PROFDEV/PREVENT/OTHER
1
CHECKED
74
/C 1.0
2
NOT CHECKED
9
omitted
8
not admin.
VLD: BTG20G$'1#2#9#8'
Flags: SCR: 56 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------57 TQ-21A
BTG21A
APPRFED/FREQ/PRINCIPAL
1
Never
7576/C 2.0
2
Less than once every two years
3
Once every two years
4
Once per year
5
Twice per year
6
3 or more times per year
7
Monthly
8
More than once per month
99
omitted
98
not admin.
VLD: BTG21A$'1#2#3#4#5#6#8#99#98'
Flags: SCR: 57 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------58 TQ-21B
BTG21B
APPRFED/FREQ/COLLEAGUES
1
Never
7778/C 2.0
2
Less than once every two years
3
Once every two years
4
Once per year
5
Twice per year
6
3 or more times per year
7
Monthly
8
More than once per month
99
omitted
98
not admin.
VLD: BTG21B$'1#2#3#4#5#6#8#99#98'
Flags: SCR: 58 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------59 TQ-21C
BTG21C
APPRFED/FREQ/EXTERNAL
1
Never
7980/C 2.0
2
Less than once every two years
3
Once every two years
4
Once per year
5
Twice per year
6
3 or more times per year
TALIS User Guide to the International Database
245
7
8
99
98
Monthly
More than once per month
omitted
not admin.
VLD: BTG21C$'1#2#3#4#5#6#8#99#98'
Flags: SCR: 59 / CAR:F
/ CAT:F
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------60 TQ-22A
BTG22A
APPRFED/ASPECTS/STUDENT TEST SCORES
1
I do not know if it was considered
81
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22A$'1#2#3#4#5#9#8'
Flags: SCR: 60 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------61 TQ-22B
BTG22B
APPRFED/ASPECTS/PASS RATES OF STUDENTS
1
I do not know if it was considered
82
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22B$'1#2#3#4#5#9#8'
Flags: SCR: 61 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------62 TQ-22C
BTG22C
APPRFED/ASPECTS/OTHER LEARNING OUTCOMES
1
I do not know if it was considered
83
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22C$'1#2#3#4#5#9#8'
Flags: SCR: 62 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------63 TQ-22D
BTG22D
APPRFED/ASPECTS/STUDENT FEEDBACK
1
I do not know if it was considered
84
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22D$'1#2#3#4#5#9#8'
Flags: SCR: 63 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------64 TQ-22E
BTG22E
APPRFED/ASPECTS/PARENTS FEEDBACK
1
I do not know if it was considered
85
/C 1.0
246
TALIS User Guide to the International Database
2
3
4
5
9
8
Not considered at all
Considered with low importance
Considered with moderate importance
Considered with high importance
omitted
not admin.
VLD: BTG22E$'1#2#3#4#5#9#8'
Flags: SCR: 64 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------65 TQ-22F
BTG22F
APPRFED/ASPECTS/TEACHER COOPERATION
1
I do not know if it was considered
86
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22F$'1#2#3#4#5#9#8'
Flags: SCR: 65 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------66 TQ-22G
BTG22G
APPRFED/ASPECTS/DIRECT APPRAISAL
1
I do not know if it was considered
87
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22G$'1#2#3#4#5#9#8'
Flags: SCR: 66 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------67 TQ-22H
BTG22H
APPRFED/ASPECTS/INNOVATIVE PRACTICES
1
I do not know if it was considered
88
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22H$'1#2#3#4#5#9#8'
Flags: SCR: 67 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------68 TQ-22I
BTG22I
APPRFED/ASPECTS/TEACHER STUDENT RELATION
1
I do not know if it was considered
89
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22I$'1#2#3#4#5#9#8'
Flags: SCR: 68 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
TALIS User Guide to the International Database
247
-------------------------------------------------------------------------------------------------------------------------------------69 TQ-22J
BTG22J
APPRFED/ASPECTS/PROF DEVELOPMENT
1
I do not know if it was considered
90
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22J$'1#2#3#4#5#9#8'
Flags: SCR: 69 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------70 TQ-22K
BTG22K
APPRFED/ASPECTS/CLASSROOM MANAGEMENT
1
I do not know if it was considered
91
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22K$'1#2#3#4#5#9#8'
Flags: SCR: 70 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------71 TQ-22L
BTG22L
APPRFED/ASPECTS/KNOWLEDGE MAIN SUBJECTS
1
I do not know if it was considered
92
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22L$'1#2#3#4#5#9#8'
Flags: SCR: 71 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------72 TQ-22M
BTG22M
APPRFED/ASPECTS/KNOWLEDGE INSTRUC PRACT
1
I do not know if it was considered
93
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22M$'1#2#3#4#5#9#8'
Flags: SCR: 72 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------73 TQ-22N
BTG22N
APPRFED/ASPECTS/SPECIAL LEARNING NEEDS
1
I do not know if it was considered
94
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22N$'1#2#3#4#5#9#8'
248
TALIS User Guide to the International Database
Flags: SCR: 73 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------74 TQ-22O
BTG22O
APPRFED/ASPECTS/DISCIPLINE BEHAVIOUR
1
I do not know if it was considered
95
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22O$'1#2#3#4#5#9#8'
Flags: SCR: 74 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------75 TQ-22P
BTG22P
APPRFED/ASPECTS/MULTICULTURAL SETTINGS
1
I do not know if it was considered
96
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22P$'1#2#3#4#5#9#8'
Flags: SCR: 75 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------76 TQ-22Q
BTG22Q
APPRFED/ASPECTS/EXTRA-CURR ACTIVITIES
1
I do not know if it was considered
97
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22Q$'1#2#3#4#5#9#8'
Flags: SCR: 76 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------77 TQ-22R
BTG22R
APPRFED/ASPECTS/OTHER
1
I do not know if it was considered
98
/C 1.0
2
Not considered at all
3
Considered with low importance
4
Considered with moderate importance
5
Considered with high importance
9
omitted
8
not admin.
VLD: BTG22R$'1#2#3#4#5#9#8'
Flags: SCR: 77 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------78 TQ-23A
BTG23A
APPRFED/INVOLVE/CHANGE IN SALARY
1
No change
99
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
TALIS User Guide to the International Database
249
VLD: BTG23A$'1#2#3#4#9#8'
Flags: SCR: 78 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------79 TQ-23B
BTG23B
APPRFED/INVOLVE/FINANCIAL BONUS AWARD
1
No change
100
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23B$'1#2#3#4#9#8'
Flags: SCR: 79 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------80 TQ-23C
BTG23C
APPRFED/INVOLVE/PROF DEVELOPMENT
1
No change
101
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23C$'1#2#3#4#9#8'
Flags: SCR: 80 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------81 TQ-23D
BTG23D
APPRFED/INVOLVE/CAREER ADVANCEMENT
1
No change
102
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23D$'1#2#3#4#9#8'
Flags: SCR: 81 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------82 TQ-23E
BTG23E
APPRFED/INVOLVE/PUBLIC RECOGNITION
1
No change
103
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23E$'1#2#3#4#9#8'
Flags: SCR: 82 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------83 TQ-23F
BTG23F
APPRFED/INVOLVE/WORK RESPONSIBILITIES
1
No change
104
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23F$'1#2#3#4#9#8'
Flags: SCR: 83 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
250
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------84 TQ-23G
BTG23G
APPRFED/INVOLVE/ROLE IN DEVELOPMENT
1
No change
105
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG23G$'1#2#3#4#9#8'
Flags: SCR: 84 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------85 TQ-24A
BTG24A
APPRFED/CHANGES/MANAGEMENT PRACTICES
1
No change
106
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24A$'1#2#3#4#9#8'
Flags: SCR: 85 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------86 TQ-24B
BTG24B
APPRFED/CHANGES/KNOWLEDGE MAIN SUBJECTS
1
No change
107
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24B$'1#2#3#4#9#8'
Flags: SCR: 86 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------87 TQ-24C
BTG24C
APPRFED/CHANGES/KNOWLEDGE INSTRUC PRACT
1
No change
108
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24C$'1#2#3#4#9#8'
Flags: SCR: 87 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------88 TQ-24D
BTG24D
APPRFED/CHANGES/DEVELOPMENT PLAN
1
No change
109
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24D$'1#2#3#4#9#8'
Flags: SCR: 88 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------89 TQ-24E
BTG24E
APPRFED/CHANGES/SPECIAL LEARNING NEEDS
1
No change
110
/C 1.0
2
A small change
TALIS User Guide to the International Database
251
3
4
9
8
A moderate change
A large change
omitted
not admin.
VLD: BTG24E$'1#2#3#4#9#8'
Flags: SCR: 89 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------90 TQ-24F
BTG24F
APPRFED/CHANGES/DISCIPLINE BEHAVIOUR
1
No change
111
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24F$'1#2#3#4#9#8'
Flags: SCR: 90 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------91 TQ-24G
BTG24G
APPRFED/CHANGES/MULTICULTURAL SETTINGS
1
No change
112
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24G$'1#2#3#4#9#8'
Flags: SCR: 91 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------92 TQ-24H
BTG24H
APPRFED/CHANGES/IMPROVE TEST-SCORES
1
No change
113
/C 1.0
2
A small change
3
A moderate change
4
A large change
9
omitted
8
not admin.
VLD: BTG24H$'1#2#3#4#9#8'
Flags: SCR: 92 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------93 TQ-25A
BTG25A
APPRFED/DESCRIP/QUALITY JUDGEMENT
1
Yes
114
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG25A$'1#2#9#8'
Flags: SCR: 93 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------94 TQ-25B
BTG25B
APPRFED/DESCRIP/SUGGESTIONS IMPROVEMENT
1
Yes
115
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG25B$'1#2#9#8'
Flags: SCR: 94 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
252
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------95 TQ-26A
BTG26A
APPRFED/STATEMENTS/FAIR ASSESSMENT
1
Strongly Disagree
116
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG26A$'1#2#3#4#9#8'
Flags: SCR: 95 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------96 TQ-26B
BTG26B
APPRFED/STATEMENTS/HELPFULLNESS
1
Strongly Disagree
117
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG26B$'1#2#3#4#9#8'
Flags: SCR: 96 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------97 TQ-27A
BTG27A
APPRFED/RESULT/JOB SATISFACTION
1
A large decrease
118
/C 1.0
2
A small decrease
3
No change
4
A small increase
5
A large increase
9
omitted
8
not admin.
VLD: BTG27A$'1#2#3#4#5#9#8'
Flags: SCR: 97 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------98 TQ-27B
BTG27B
APPRFED/RESULT/JOB SECURITY
1
A large decrease
119
/C 1.0
2
A small decrease
3
No change
4
A small increase
5
A large increase
9
omitted
8
not admin.
VLD: BTG27B$'1#2#3#4#5#9#8'
Flags: SCR: 98 / CAR:F
/ CAT:BD
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------99 TQ-28A
BTG28A
APPRFED/GENSTMNTS/PRINCIPAL MONETARY REW
1
Strongly Disagree
120
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28A$'1#2#3#4#9#8'
Flags: SCR: 99 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
253
100 TQ-28B
BTG28B
APPRFED/GENSTMNTS/TOLERATION POOR PERFOR
1
2
3
4
9
8
Strongly Disagree
Disagree
Agree
Strongly Agree
omitted
not admin.
VLD: BTG28B$'1#2#3#4#9#8'
Flags: SCR: 100 / CAR:F
/ CAT:B
121
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------101 TQ-28C
BTG28C
APPRFED/GENSTMNTS/DISMISSAL POOR PERFORM
1
Strongly Disagree
122
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28C$'1#2#3#4#9#8'
Flags: SCR: 101 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------102 TQ-28D
BTG28D
APPRFED/GENSTMNTS/DETERMINATION PERFORM
1
Strongly Disagree
123
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28D$'1#2#3#4#9#8'
Flags: SCR: 102 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------103 TQ-28E
BTG28E
APPRFED/GENSTMNTS/DEVELOPMENT PLAN IMPRO
1
Strongly Disagree
124
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28E$'1#2#3#4#9#8'
Flags: SCR: 103 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------104 TQ-28F
BTG28F
APPRFED/GENSTMNTS/REWARDS EFFC TEACHERS
1
Strongly Disagree
125
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28F$'1#2#3#4#9#8'
Flags: SCR: 104 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------105 TQ-28G
BTG28G
APPRFED/GENSTMNTS/REWARDS QUALITY IMPROV
1
Strongly Disagree
126
/C 1.0
2
Disagree
3
Agree
254
TALIS User Guide to the International Database
4
9
8
Strongly Agree
omitted
not admin.
VLD: BTG28G$'1#2#3#4#9#8'
Flags: SCR: 105 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------106 TQ-28H
BTG28H
APPRFED/GENSTMNTS/REWARDS INNOVATION
1
Strongly Disagree
127
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28H$'1#2#3#4#9#8'
Flags: SCR: 106 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------107 TQ-28I
BTG28I
APPRFED/GENSTMNTS/ADMINISTRATIVE REQUIRE
1
Strongly Disagree
128
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28I$'1#2#3#4#9#8'
Flags: SCR: 107 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------108 TQ-28J
BTG28J
APPRFED/GENSTMNTS/LITTLE IMPACT
1
Strongly Disagree
129
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG28J$'1#2#3#4#9#8'
Flags: SCR: 108 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------109 TQ-29A
BTG29A
PRACT/STMNTS/DEMONSTRATE SOLUTION
1
Strongly Disagree
130
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29A$'1#2#3#4#9#8'
Flags: SCR: 109 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------110 TQ-29B
BTG29B
PRACT/STMNTS/POOR PERFORMANCE
1
Strongly Disagree
131
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
TALIS User Guide to the International Database
255
VLD: BTG29B$'1#2#3#4#9#8'
Flags: SCR: 110 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------111 TQ-29C
BTG29C
PRACT/STMNTS/TEACHER DECIDES
1
Strongly Disagree
132
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29C$'1#2#3#4#9#8'
Flags: SCR: 111 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------112 TQ-29D
BTG29D
PRACT/STMNTS/FACILITATE INQUIRY
1
Strongly Disagree
133
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29D$'1#2#3#4#9#8'
Flags: SCR: 112 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------113 TQ-29E
BTG29E
PRACT/STMNTS/TEACHER EXPLAINS
1
Strongly Disagree
134
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29E$'1#2#3#4#9#8'
Flags: SCR: 113 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------114 TQ-29F
BTG29F
PRACT/STMNTS/FINDING SOLUTION
1
Strongly Disagree
135
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29F$'1#2#3#4#9#8'
Flags: SCR: 114 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------115 TQ-29G
BTG29G
PRACT/STMNTS/CLEAR PROBLEMS IDEAS
1
Strongly Disagree
136
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29G$'1#2#3#4#9#8'
Flags: SCR: 115 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
256
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------116 TQ-29H
BTG29H
PRACT/STMNTS/TEACHING FACTS
1
Strongly Disagree
137
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29H$'1#2#3#4#9#8'
Flags: SCR: 116 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------117 TQ-29I
BTG29I
PRACT/STMNTS/THINK TO SOLVE PROBLEM
1
Strongly Disagree
138
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29I$'1#2#3#4#9#8'
Flags: SCR: 117 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------118 TQ-29J
BTG29J
PRACT/STMNTS/GOOD PERFORMANCE
1
Strongly Disagree
139
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29J$'1#2#3#4#9#8'
Flags: SCR: 118 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------119 TQ-29K
BTG29K
PRACT/STMNTS/QUIET CLASSROOM
1
Strongly Disagree
140
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29K$'1#2#3#4#9#8'
Flags: SCR: 119 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------120 TQ-29L
BTG29L
PRACT/STMNTS/THINKING VS CURRICULUM
1
Strongly Disagree
141
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG29L$'1#2#3#4#9#8'
Flags: SCR: 120 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------121 TQ-30A
BTG30A
PRACT/FREQ/ATTEND STAFF MEETINGS
1
Never
142
/C 1.0
2
Less than once per year
TALIS User Guide to the International Database
257
3
4
5
6
9
8
Once per year
3-4 times per year
Monthly
Weekly
omitted
not admin.
VLD: BTG30A$'1#2#3#4#5#6#9#8'
Flags: SCR: 121 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------122 TQ-30B
BTG30B
PRACT/FREQ/DEVELOP SCHOOL CURRICULUM
1
Never
143
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30B$'1#2#3#4#5#6#9#8'
Flags: SCR: 122 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------123 TQ-30C
BTG30C
PRACT/FREQ/DISCUSS INSTRUCTIONAL MEDIA
1
Never
144
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30C$'1#2#3#4#5#6#9#8'
Flags: SCR: 123 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------124 TQ-30D
BTG30D
PRACT/FREQ/EXCHANGE TEACHING MATERIALS
1
Never
145
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30D$'1#2#3#4#5#6#9#8'
Flags: SCR: 124 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------125 TQ-30E
BTG30E
PRACT/FREQ/ATTEND TEAM CONFERENCES
1
Never
146
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
258
TALIS User Guide to the International Database
8
not admin.
VLD: BTG30E$'1#2#3#4#5#6#9#8'
Flags: SCR: 125 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------126 TQ-30F
BTG30F
PRACT/FREQ/COMMON STANDARDS EVALUATION
1
Never
147
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30F$'1#2#3#4#5#6#9#8'
Flags: SCR: 126 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------127 TQ-30G
BTG30G
PRACT/FREQ/DISCUSS DEV SPECIFIC STUDENTS
1
Never
148
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30G$'1#2#3#4#5#6#9#8'
Flags: SCR: 127 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------128 TQ-30H
BTG30H
PRACT/FREQ/TEACH JOINTLY AS A TEAM
1
Never
149
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30H$'1#2#3#4#5#6#9#8'
Flags: SCR: 128 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------129 TQ-30I
BTG30I
PRACT/FREQ/PROFESSIONAL LEARNING ACTIVIT
1
Never
150
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30I$'1#2#3#4#5#6#9#8'
Flags: SCR: 129 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
259
130 TQ-30J
BTG30J
PRACT/FREQ/OBSERVE OTHER CLASSES
1
2
3
4
5
6
9
8
Never
Less than once per year
Once per year
3-4 times per year
Monthly
Weekly
omitted
not admin.
VLD: BTG30J$'1#2#3#4#5#6#9#8'
Flags: SCR: 130 / CAR:F
/ CAT:B
151
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------131 TQ-30K
BTG30K
PRACT/FREQ/JOINT ACTIVITIES ACROSS
1
Never
152
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30K$'1#2#3#4#5#6#9#8'
Flags: SCR: 131 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------132 TQ-30L
BTG30L
PRACT/FREQ/COORDINATE HOMEWORK ACROSS
1
Never
153
/C 1.0
2
Less than once per year
3
Once per year
4
3-4 times per year
5
Monthly
6
Weekly
9
omitted
8
not admin.
VLD: BTG30L$'1#2#3#4#5#6#9#8'
Flags: SCR: 132 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------133 TQ-31A
BTG31A
PRACT/STMNTS/SATISFIED WITH MY JOB
1
Strongly Disagree
154
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31A$'1#2#3#4#9#8'
Flags: SCR: 133 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------134 TQ-31B
BTG31B
PRACT/STMNTS/SIGNIFICANT DIFFERENCE
1
Strongly Disagree
155
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31B$'1#2#3#4#9#8'
260
TALIS User Guide to the International Database
Flags: SCR: 134 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------135 TQ-31C
BTG31C
PRACT/STMNTS/PROGRESS DIFFICULT STUDENTS
1
Strongly Disagree
156
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31C$'1#2#3#4#9#8'
Flags: SCR: 135 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------136 TQ-31D
BTG31D
PRACT/STMNTS/SUCCESSFUL WITH STUDENT
1
Strongly Disagree
157
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31D$'1#2#3#4#9#8'
Flags: SCR: 136 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------137 TQ-31E
BTG31E
PRACT/STMNTS/GETTING THROUGH TO STUDENTS
1
Strongly Disagree
158
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31E$'1#2#3#4#9#8'
Flags: SCR: 137 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------138 TQ-31F
BTG31F
PRACT/STMNTS/TEACHER WELL RESPECTED COM
1
Strongly Disagree
159
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31F$'1#2#3#4#9#8'
Flags: SCR: 138 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------139 TQ-31G
BTG31G
PRACT/STMNTS/TEACHER STUDENT GET ON WELL
1
Strongly Disagree
160
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31G$'1#2#3#4#9#8'
Flags: SCR: 139 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
261
140 TQ-31H
BTG31H
PRACT/STMNTS/STUDENTS WELL-BEING IMPORT
1
2
3
4
9
8
Strongly Disagree
Disagree
Agree
Strongly Agree
omitted
not admin.
VLD: BTG31H$'1#2#3#4#9#8'
Flags: SCR: 140 / CAR:F
/ CAT:B
161
/C
1.0
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------141 TQ-31I
BTG31I
PRACT/STMNTS/INTEREST WHAT STUDENTS SAY
1
Strongly Disagree
162
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31I$'1#2#3#4#9#8'
Flags: SCR: 141 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------142 TQ-31J
BTG31J
PRACT/STMNTS/PROVIDE EXTRA ASSISTANCE
1
Strongly Disagree
163
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG31J$'1#2#3#4#9#8'
Flags: SCR: 142 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------143 TQ-32A
BTG32A
PRACT/MANAGE/FREQ/EDUCATIONAL GOALS
1
Never
164
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32A$'1#2#3#4#9#8'
Flags: SCR: 143 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------144 TQ-32B
BTG32B
PRACT/MANAGE/FREQ/WORK ACCORDING GOALS
1
Never
165
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32B$'1#2#3#4#9#8'
Flags: SCR: 144 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------145 TQ-32C
BTG32C
PRACT/MANAGE/FREQ/CLASSROOM OBSERVATIONS
1
Never
166
/C 1.0
2
Seldom
3
Quite often
262
TALIS User Guide to the International Database
4
9
8
Very often
omitted
not admin.
VLD: BTG32C$'1#2#3#4#9#8'
Flags: SCR: 145 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------146 TQ-32D
BTG32D
PRACT/MANAGE/FREQ/SUGGESTIONS IMPROVE
1
Never
167
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32D$'1#2#3#4#9#8'
Flags: SCR: 146 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------147 TQ-32E
BTG32E
PRACT/MANAGE/FREQ/INITIATIVE PROBLEMS
1
Never
168
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32E$'1#2#3#4#9#8'
Flags: SCR: 147 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------148 TQ-32F
BTG32F
PRACT/MANAGE/FREQ/UPDATING KNOWLEDGE
1
Never
169
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32F$'1#2#3#4#9#8'
Flags: SCR: 148 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------149 TQ-32G
BTG32G
PRACT/MANAGE/FREQ/COMPLIMENTS SPECIAL
1
Never
170
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32G$'1#2#3#4#9#8'
Flags: SCR: 149 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------150 TQ-32H
BTG32H
PRACT/MANAGE/FREQ/DEVELOPMENT PLAN
1
Never
171
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
TALIS User Guide to the International Database
263
VLD: BTG32H$'1#2#3#4#9#8'
Flags: SCR: 150 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------151 TQ-32I
BTG32I
PRACT/MANAGE/FREQ/DEFINES STAFF GOALS
1
Never
172
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32I$'1#2#3#4#9#8'
Flags: SCR: 151 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------152 TQ-32J
BTG32J
PRACT/MANAGE/FREQ/TASK-ORIENTED ATMOSPH
1
Never
173
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32J$'1#2#3#4#9#8'
Flags: SCR: 152 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------153 TQ-32K
BTG32K
PRACT/MANAGE/FREQ/RESPONSIBILITY QUALITY
1
Never
174
/C 1.0
2
Seldom
3
Quite often
4
Very often
9
omitted
8
not admin.
VLD: BTG32K$'1#2#3#4#9#8'
Flags: SCR: 153 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------154 TQ-33A
BTG33A
PRACT/MAINSUB/LITERATURE
1
Yes
175
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33A$'1#2#9#8'
Flags: SCR: 154 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------155 TQ-33B
BTG33B
PRACT/MAINSUB/MATHEMATICS
1
Yes
176
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33B$'1#2#9#8'
Flags: SCR: 155 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------156 TQ-33C
BTG33C
PRACT/MAINSUB/SCIENCE
1
Yes
177
/C 1.0
2
No
9
omitted
264
TALIS User Guide to the International Database
8
not admin.
VLD: BTG33C$'1#2#9#8'
Flags: SCR: 156 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------157 TQ-33D
BTG33D
PRACT/MAINSUB/SOCIAL STUDIES
1
Yes
178
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33D$'1#2#9#8'
Flags: SCR: 157 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------158 TQ-33E
BTG33E
PRACT/MAINSUB/MODERN FOREIGN LANGUAGES
1
Yes
179
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33E$'1#2#9#8'
Flags: SCR: 158 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------159 TQ-33F
BTG33F
PRACT/MAINSUB/TECHNOLOGY
1
Yes
180
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33F$'1#2#9#8'
Flags: SCR: 159 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------160 TQ-33G
BTG33G
PRACT/MAINSUB/ARTS
1
Yes
181
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33G$'1#2#9#8'
Flags: SCR: 160 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------161 TQ-33H
BTG33H
PRACT/MAINSUB/PHYSICAL EDUCATION
1
Yes
182
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33H$'1#2#9#8'
Flags: SCR: 161 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------162 TQ-33I
BTG33I
PRACT/MAINSUB/RELIGION ETHICS
1
Yes
183
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33I$'1#2#9#8'
Flags: SCR: 162 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
265
163 TQ-33J
BTG33J
PRACT/MAINSUB/PRACTICAL VOCATIONAL SKILL
1
2
9
8
Yes
No
omitted
not admin.
VLD: BTG33J$'1#2#9#8'
Flags: SCR: 163 / CAR:F
184
/C
1.0
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------164 TQ-33K
BTG33K
PRACT/MAINSUB/OTHER
1
Yes
185
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG33K$'1#2#9#8'
Flags: SCR: 164 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------165 TQ-34
BTG34
TARGETCL/CLASS SUBJECT
1
a) Reading, writing and literature
186- 187/C 2.0
2
b) Mathematics
3
c) Science
4
d) Social studies
5
e) Modern foreign languages
6
f) Technology
7
g) Arts
8
h) Physical education
9
i) Religion
10
j) Practical an vocational skills
11
k) Other
99
omitted
98
not admin.
VLD: BTG34$'1#2#3#4#5#6#8#9#10#11#99#98'
Flags: SCR: 165 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------166 TQ-36
BTG36
TARGETCL/ACADEMIC TRAINING SUBJECT
1
Yes
188
/C 1.0
2
No
9
omitted
8
not admin.
VLD: BTG36$'1#2#9#8'
Flags: SCR: 166 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------167 TQ-37
BTG37
TARGETCL/YEAR GRADE LEVEL
1
<ISCED level 2 grade 1>
189
/C 1.0
2
<ISCED level 2 grade 2>
3
<ISCED level 2 grade 3>
4
<ISCED level 2 grade 4>
5
<ISCED level 2 grade 5>
6
<ISCED level 2 grade 6>
9
omitted
8
not admin.
VLD: BTG37$'1#2#3#4#5#6#9#8'
Flags: SCR: 167 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
266
TALIS User Guide to the International Database
168 TQ-38
BTG38
TARGETCL/STUDENT ENROLMENT
VALUE
999
998
BTG38 B
190- 192/N 3.0
omitted
not admin.
VLD: (BTG38>=10.AND.BTG38<=50).OR.BTG38=999.OR.BTG38=99
8
Flags: SCR: 168 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------169 TQ-39A
BTG39A
TARGETCL/ABILITY/SAME GRADE THIS SCHOOL
1
Much lower than average ability
193
/C 1.0
2
Slightly lower than average ability
3
Average ability
4
Slightly higher than average ability
5
Much higher than average ability
9
omitted
8
not admin.
VLD: BTG39A$'1#2#3#4#5#9#8'
Flags: SCR: 169 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------170 TQ-39B
BTG39B
TARGETCL/ABILITY/SAME GRADE GENERALLY
1
Much lower than average ability
194
/C 1.0
2
Slightly lower than average ability
3
Average ability
4
Slightly higher than average ability
5
Much higher than average ability
9
omitted
8
not admin.
VLD: BTG39B$'1#2#3#4#5#9#8'
Flags: SCR: 170 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------171 TQ-40A
BTG40A
TARGETCL/STUDENT CHAR/FIRST LANGUAGE
1
Less than 10%
195
/C 1.0
2
10% or more but less than 20%
3
20% or more but less than 40%
4
40% or more but less than 60%
5
60% or more
9
omitted
8
not admin.
VLD: BTG40A$'1#2#3#4#5#9#8'
Flags: SCR: 171 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------172 TQ-40B
BTG40B
TARGETCL/STUDENT CHAR/PARENT <ISCED 3>
1
Less than 10%
196
/C 1.0
2
10% or more but less than 20%
3
20% or more but less than 40%
4
40% or more but less than 60%
5
60% or more
9
omitted
8
not admin.
VLD: BTG40B$'1#2#3#4#5#9#8'
Flags: SCR: 172 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------173 TQ-40C
BTG40C
TARGETCL/STUDENT CHAR/PARENT <ISCED 5>
1
Less than 10%
197
/C 1.0
TALIS User Guide to the International Database
267
2
3
4
5
9
8
10% or more but less than 20%
20% or more but less than 40%
40% or more but less than 60%
60% or more
omitted
not admin.
VLD: BTG40C$'1#2#3#4#5#9#8'
Flags: SCR: 173 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------174 TQ-41A
BTG41A
TARGETCL/ACTIV/ADMININSTRATIVE
VALUE
BTG41A B
198- 200/N 3.0
999
omitted
998
not admin.
VLD: (BTG41A>=0.AND.BTG41A<=20).OR.BTG41A=999.OR.BTG41A
=998
Flags: SCR: 174 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------175 TQ-41B
BTG41B
TARGETCL/ACTIV/KEEPING ORDER
VALUE
BTG41B B
201- 203/N 3.0
999
omitted
998
not admin.
VLD: (BTG41B>=0.AND.BTG41B<=30).OR.BTG41B=999.OR.BTG41B
=998
Flags: SCR: 175 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------176 TQ-41C
BTG41C
TARGETCL/ACTIV/TEACHING LEARNING
VALUE
BTG41C B
204- 206/N 3.0
999
omitted
998
not admin.
VLD: (BTG41C>=50.AND.BTG41C<=100).OR.BTG41C=999.OR.BTG4
1C=998
Flags: SCR: 176 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------177 TQ-42A
BTG42A
TARGETCL/FREQ/NEW TOPICS LECTURE
1
Never or hardly ever
207
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarters of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42A$'1#2#3#4#5#9#8'
Flags: SCR: 177 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------178 TQ-42B
BTG42B
TARGETCL/FREQ/STATE LEARNING GOALS
1
Never or hardly ever
208
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42B$'1#2#3#4#5#9#8'
268
TALIS User Guide to the International Database
Flags: SCR: 178 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------179 TQ-42C
BTG42C
TARGETCL/FREQ/REVIEW HOMEWORK
1
Never or hardly ever
209
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42C$'1#2#3#4#5#9#8'
Flags: SCR: 179 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------180 TQ-42D
BTG42D
TARGETCL/FREQ/SMALL GROUP WORK
1
Never or hardly ever
210
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42D$'1#2#3#4#5#9#8'
Flags: SCR: 180 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------181 TQ-42E
BTG42E
TARGETCL/FREQ/DIFFERENT WORK
1
Never or hardly ever
211
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42E$'1#2#3#4#5#9#8'
Flags: SCR: 181 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------182 TQ-42F
BTG42F
TARGETCL/FREQ/STUDENT CLASSROOM PLANNING
1
Never or hardly ever
212
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42F$'1#2#3#4#5#9#8'
Flags: SCR: 182 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------183 TQ-42G
BTG42G
TARGETCL/FREQ/REMEMBER STEPS PROCEDURE
1
Never or hardly ever
213
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
TALIS User Guide to the International Database
269
8
not admin.
VLD: BTG42G$'1#2#3#4#5#9#8'
Flags: SCR: 183 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------184 TQ-42H
BTG42H
TARGETCL/FREQ/PREVIOUS LESSON SUMMARY
1
Never or hardly ever
214
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42H$'1#2#3#4#5#9#8'
Flags: SCR: 184 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------185 TQ-42I
BTG42I
TARGETCL/FREQ/CHECK EXERCISE BOOKS
1
Never or hardly ever
215
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42I$'1#2#3#4#5#9#8'
Flags: SCR: 185 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------186 TQ-42J
BTG42J
TARGETCL/FREQ/ONE WEEK PROJECTS
1
Never or hardly ever
216
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42J$'1#2#3#4#5#9#8'
Flags: SCR: 186 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------187 TQ-42K
BTG42K
TARGETCL/FREQ/WORK INDIVIDUAL STUDENTS
1
Never or hardly ever
217
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42K$'1#2#3#4#5#9#8'
Flags: SCR: 187 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------188 TQ-42L
BTG42L
TARGETCL/FREQ/STUDENT SELF-EVALUATION
1
Never or hardly ever
218
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
270
TALIS User Guide to the International Database
5
9
8
In almost every <lesson>
omitted
not admin.
VLD: BTG42L$'1#2#3#4#5#9#8'
Flags: SCR: 188 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------189 TQ-42M
BTG42M
TARGETCL/FREQ/CHECK UNDERSTANDING
1
Never or hardly ever
219
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42M$'1#2#3#4#5#9#8'
Flags: SCR: 189 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------190 TQ-42N
BTG42N
TARGETCL/FREQ/ABILITY GROUPS
1
Never or hardly ever
220
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42N$'1#2#3#4#5#9#8'
Flags: SCR: 190 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------191 TQ-42O
BTG42O
TARGETCL/FREQ/STUDENTS MAKE PRODUCT
1
Never or hardly ever
221
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42O$'1#2#3#4#5#9#8'
Flags: SCR: 191 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------192 TQ-42P
BTG42P
TARGETCL/FREQ/ASSESSMENT TEST OR QUIZ
1
Never or hardly ever
222
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42P$'1#2#3#4#5#9#8'
Flags: SCR: 192 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------193 TQ-42Q
BTG42Q
TARGETCL/FREQ/WRITE REASONING ESSAY
1
Never or hardly ever
223
/C 1.0
2
In about one-quarter of <lessons>
TALIS User Guide to the International Database
271
3
4
5
9
8
In about one-half of <lessons>
In about three-quarter of <lessons>
In almost every <lesson>
omitted
not admin.
VLD: BTG42Q$'1#2#3#4#5#9#8'
Flags: SCR: 193 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------194 TQ-42R
BTG42R
TARGETCL/FREQ/INDIVIDUAL TEXTBOOK WORK
1
Never or hardly ever
224
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42R$'1#2#3#4#5#9#8'
Flags: SCR: 194 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------195 TQ-42S
BTG42S
TARGETCL/FREQ/DEBATE ARGUEMENT
1
Never or hardly ever
225
/C 1.0
2
In about one-quarter of <lessons>
3
In about one-half of <lessons>
4
In about three-quarter of <lessons>
5
In almost every <lesson>
9
omitted
8
not admin.
VLD: BTG42S$'1#2#3#4#5#9#8'
Flags: SCR: 195 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------196 TQ-43A
BTG43A
TARGETCL/STMNTS/LONG TIME <QUITEN DOWN>
1
Strongly Disagree
226
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG43A$'1#2#3#4#9#8'
Flags: SCR: 196 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------197 TQ-43B
BTG43B
TARGETCL/STMNTS/PLEASANT ATMOSPHERE
1
Strongly Disagree
227
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG43B$'1#2#3#4#9#8'
Flags: SCR: 197 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------198 TQ-43C
BTG43C
TARGETCL/STMNTS/TIME LOSS INTERRUPTING
1
Strongly Disagree
228
/C 1.0
2
Disagree
272
TALIS User Guide to the International Database
3
4
9
8
Agree
Strongly Agree
omitted
not admin.
VLD: BTG43C$'1#2#3#4#9#8'
Flags: SCR: 198 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------199 TQ-43D
BTG43D
TARGETCL/STMNTS/CLASSROOM NOISE
1
Strongly Disagree
229
/C 1.0
2
Disagree
3
Agree
4
Strongly Agree
9
omitted
8
not admin.
VLD: BTG43D$'1#2#3#4#9#8'
Flags: SCR: 199 / CAR:F
/ CAT:B
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------200 SCORE
CCLIMATE *INDEX OF CLASSROOM DISCIPLINARY CLIMATE* VALUE
CCLIMATE D
230- 239/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 200 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------201 SCORE
TSRELAT
*INDEX OF TEACHER-STUDENT RELATIONS*
VALUE
TSRELAT D
240- 249/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 201 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------202 SCORE
SELFEF
*INDEX OF TEACHERS’ SELF EFFICACY*
VALUE
SELFEF D
250- 259/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 202 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------203 SCORE
TPSTRUC
*INDEX OF STRUCTURING PRACTICES*
VALUE
TPSTRUC D
260- 269/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 203 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------204 SCORE
TPSTUD
*INDEX OF STUDENT ORIENTED PRACTICES*
VALUE
TPSTUD D
270- 279/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 204 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
273
205 SCORE
TPACTIV
*INDEX OF ENHANCED ACTIVITIES*
VALUE
9999
9998
TPACTIV D
omitted
not admin.
VLD: .T.
Flags: SCR: 205 / CAR:F
280-
289/N 10.5
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------206 SCORE
TBTRAD
*INDEX OF DIRECT TRANSMISSION BELIEFS
VALUE
TBTRAD D
290- 299/N 10.5
ABOUT TEACHING - TEACHER*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 206 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------207 SCORE
TBCONS
*INDEX OF CONSTRUCTIVIST BELIEFS ABOUT
VALUE
TBCONS D
300- 309/N 10.5
TEACHING -TEACHER*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 207 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------208 SCORE
TCEXCHAN *INDEX OF EXCHANGE AND CO-ORDINATION
VALUE
TCEXCHAN D
310- 319/N 10.5
FOR TEACHING*
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 208 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------209 SCORE
TCCOLLAB *INDEX OF PROFESSIONAL COLLABORATION*
VALUE
TCCOLLAB D
320- 329/N 10.5
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 209 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------210 SCORE
COMPULPD *PERCENTAGE OF PROFESSIONAL DEVELOPMENT
VALUE
COMPULPD D
330- 337/N 8.2
THAT IS COMPULSORY (BTG13/BTG12*100)*
99999
omitted
99998
not admin.
VLD: .T.
Flags: SCR: 210 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------211 SCORE
NEVERAF
*NEVER RECEIVED APPRAISAL
0
FALSE
338
/C 1.0
OR FEEDBACK FROM ANY SOURCE*
1
TRUE
9
omitted
8
not admin.
VLD: NEVERAF$'0#1#9#8'
Flags: SCR: 211 / CAR:F
/ CAT:D
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------212 ITMODE
ITMODE
*ADMINISTRATION MODE/DATA SOURCE*
1
ONLINE
339
/C 1.0
2
PAPER
9
omitted
274
TALIS User Guide to the International Database
8
not admin.
VLD: ITMODE$'1#2#9#8'
Flags: SCR: 212 / CAR:F
/ CAT:IT
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------213 ITPART
ITPART
*FINAL PARTICIPATION INDICATOR*
1
LEFT SCHOOL PERMANENTLY
340
/C 1.0
2
NOT RETURNED
3
RETURNED
9
omitted
8
not admin.
VLD: ITPART$'1#2#3#9#8'
Flags: SCR: 213 / CAR:F
/ CAT:IT
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------214 ITLANG
ITLANG
*ADMINISTRATION LANGUAGE*
VALUE
ITLANG IT
341- 342/N 2.0
99
omitted
98
not admin.
VLD: .T.
Flags: SCR: 214 / CAR:F
/ CAT:IT
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------215 IDSCHOOL
IDSCHOOL *SCHOOL ID*
VALUE
IDSCHOOL ID
343- 346/N 4.0
9999
omitted
9998
not admin.
VLD: .T.
Flags: SCR: 215 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------216 IDCNTRY
IDCNTRY
*COUNTRY ID*
VALUE
IDCNTRY ID
347- 352/N 6.0
36
Australia
40
Austria
956
Belgium (Flemish)
76
Brazil
100
Bulgaria
208
Denmark
233
Estonia
348
Hungary
352
Iceland
372
Ireland
380
Italy
410
Korea
440
Lithuania
458
Malaysia
470
Malta
484
Mexico
528
Netherlands
578
Norway
616
Poland
620
Portugal
703
Slovak Republic
705
Slovenia
724
Spain
792
Turkey
TALIS User Guide to the International Database
275
VLD: .T.
Flags: SCR: 216 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------217 IDCNTRYR
IDCNTRYR *COUNTRY ID FOR REPORTING
VALUE
IDCNTRYR ID
353- 358/N 6.0
(ALPHABETICAL ORDER)*
1
Australia
2
Austria
3
Belgium (Flemish)
4
Brazil
5
Bulgaria
6
Denmark
7
Estonia
8
Hungary
9
Iceland
10
Ireland
11
Italy
12
Korea
13
Lithuania
14
Malaysia
15
Malta
16
Mexico
17
Netherlands
18
Norway
19
Poland
20
Portugal
21
Slovak Republic
22
Slovenia
23
Spain
24
Turkey
VLD: .T.
Flags: SCR: 217 / CAR:F
/ CAT:ID
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------218 OECD
OECD
*OECD MEMBERSHIP STATUS*
0
OECD NON-MEMBER
359
/C 1.0
1
OECD MEMBER
9
omitted
8
not admin.
VLD: OECD$'0#1#9#8'
Flags: SCR: 218 / CAR:F
/ CAT:DPC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------219 WEIGHT
TCHWGT
*FINAL TEACHER WEIGHT*
VALUE
TCHWGT STC
360- 372/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 219 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------220 WEIGHT
TRWGT1
*TEACHER BRR-FAY REPLICATE WEIGHT 1*
VALUE
TRWGT1 STC
373- 385/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 220 / CAR:F
/ CAT:STC
/ DEF:
276
TALIS User Guide to the International Database
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------221 WEIGHT
TRWGT2
*TEACHER BRR-FAY REPLICATE WEIGHT 2*
VALUE
TRWGT2 STC
386- 398/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 221 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------222 WEIGHT
TRWGT3
*TEACHER BRR-FAY REPLICATE WEIGHT 3*
VALUE
TRWGT3 STC
399- 411/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 222 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------223 WEIGHT
TRWGT4
*TEACHER BRR-FAY REPLICATE WEIGHT 4*
VALUE
TRWGT4 STC
412- 424/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 223 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------224 WEIGHT
TRWGT5
*TEACHER BRR-FAY REPLICATE WEIGHT 5*
VALUE
TRWGT5 STC
425- 437/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 224 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------225 WEIGHT
TRWGT6
*TEACHER BRR-FAY REPLICATE WEIGHT 6*
VALUE
TRWGT6 STC
438- 450/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 225 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------226 WEIGHT
TRWGT7
*TEACHER BRR-FAY REPLICATE WEIGHT 7*
VALUE
TRWGT7 STC
451- 463/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 226 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------227 WEIGHT
TRWGT8
*TEACHER BRR-FAY REPLICATE WEIGHT 8*
VALUE
TRWGT8 STC
464- 476/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 227 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------228 WEIGHT
TRWGT9
*TEACHER BRR-FAY REPLICATE WEIGHT 9*
VALUE
TRWGT9 STC
477- 489/N 13.6
999999
omitted
TALIS User Guide to the International Database
277
999998
not admin.
VLD: .T.
Flags: SCR: 228 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------229 WEIGHT
TRWGT10
*TEACHER BRR-FAY REPLICATE WEIGHT 10*
VALUE
TRWGT10 STC
490- 502/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 229 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------230 WEIGHT
TRWGT11
*TEACHER BRR-FAY REPLICATE WEIGHT 11*
VALUE
TRWGT11 STC
503- 515/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 230 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------231 WEIGHT
TRWGT12
*TEACHER BRR-FAY REPLICATE WEIGHT 12*
VALUE
TRWGT12 STC
516- 528/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 231 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------232 WEIGHT
TRWGT13
*TEACHER BRR-FAY REPLICATE WEIGHT 13*
VALUE
TRWGT13 STC
529- 541/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 232 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------233 WEIGHT
TRWGT14
*TEACHER BRR-FAY REPLICATE WEIGHT 14*
VALUE
TRWGT14 STC
542- 554/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 233 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------234 WEIGHT
TRWGT15
*TEACHER BRR-FAY REPLICATE WEIGHT 15*
VALUE
TRWGT15 STC
555- 567/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 234 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------235 WEIGHT
TRWGT16
*TEACHER BRR-FAY REPLICATE WEIGHT 16*
VALUE
TRWGT16 STC
568- 580/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 235 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
278
TALIS User Guide to the International Database
-------------------------------------------------------------------------------------------------------------------------------------236 WEIGHT
TRWGT17
*TEACHER BRR-FAY REPLICATE WEIGHT 17*
VALUE
TRWGT17 STC
581- 593/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 236 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------237 WEIGHT
TRWGT18
*TEACHER BRR-FAY REPLICATE WEIGHT 18*
VALUE
TRWGT18 STC
594- 606/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 237 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------238 WEIGHT
TRWGT19
*TEACHER BRR-FAY REPLICATE WEIGHT 19*
VALUE
TRWGT19 STC
607- 619/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 238 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------239 WEIGHT
TRWGT20
*TEACHER BRR-FAY REPLICATE WEIGHT 20*
VALUE
TRWGT20 STC
620- 632/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 239 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------240 WEIGHT
TRWGT21
*TEACHER BRR-FAY REPLICATE WEIGHT 21*
VALUE
TRWGT21 STC
633- 645/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 240 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------241 WEIGHT
TRWGT22
*TEACHER BRR-FAY REPLICATE WEIGHT 22*
VALUE
TRWGT22 STC
646- 658/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 241 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------242 WEIGHT
TRWGT23
*TEACHER BRR-FAY REPLICATE WEIGHT 23*
VALUE
TRWGT23 STC
659- 671/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 242 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------243 WEIGHT
TRWGT24
*TEACHER BRR-FAY REPLICATE WEIGHT 24*
VALUE
TRWGT24 STC
672- 684/N 13.6
999999
omitted
999998
not admin.
TALIS User Guide to the International Database
279
VLD: .T.
Flags: SCR: 243 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------244 WEIGHT
TRWGT25
*TEACHER BRR-FAY REPLICATE WEIGHT 25*
VALUE
TRWGT25 STC
685- 697/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 244 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------245 WEIGHT
TRWGT26
*TEACHER BRR-FAY REPLICATE WEIGHT 26*
VALUE
TRWGT26 STC
698- 710/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 245 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------246 WEIGHT
TRWGT27
*TEACHER BRR-FAY REPLICATE WEIGHT 27*
VALUE
TRWGT27 STC
711- 723/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 246 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------247 WEIGHT
TRWGT28
*TEACHER BRR-FAY REPLICATE WEIGHT 28*
VALUE
TRWGT28 STC
724- 736/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 247 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------248 WEIGHT
TRWGT29
*TEACHER BRR-FAY REPLICATE WEIGHT 29*
VALUE
TRWGT29 STC
737- 749/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 248 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------249 WEIGHT
TRWGT30
*TEACHER BRR-FAY REPLICATE WEIGHT 30*
VALUE
TRWGT30 STC
750- 762/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 249 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------250 WEIGHT
TRWGT31
*TEACHER BRR-FAY REPLICATE WEIGHT 31*
VALUE
TRWGT31 STC
763- 775/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 250 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
280
TALIS User Guide to the International Database
251 WEIGHT
TRWGT32
*TEACHER BRR-FAY REPLICATE WEIGHT 32*
VALUE
999999
999998
TRWGT32 STC
omitted
not admin.
VLD: .T.
Flags: SCR: 251 / CAR:F
776-
788/N 13.6
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------252 WEIGHT
TRWGT33
*TEACHER BRR-FAY REPLICATE WEIGHT 33*
VALUE
TRWGT33 STC
789- 801/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 252 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------253 WEIGHT
TRWGT34
*TEACHER BRR-FAY REPLICATE WEIGHT 34*
VALUE
TRWGT34 STC
802- 814/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 253 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------254 WEIGHT
TRWGT35
*TEACHER BRR-FAY REPLICATE WEIGHT 35*
VALUE
TRWGT35 STC
815- 827/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 254 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------255 WEIGHT
TRWGT36
*TEACHER BRR-FAY REPLICATE WEIGHT 36*
VALUE
TRWGT36 STC
828- 840/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 255 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------256 WEIGHT
TRWGT37
*TEACHER BRR-FAY REPLICATE WEIGHT 37*
VALUE
TRWGT37 STC
841- 853/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 256 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------257 WEIGHT
TRWGT38
*TEACHER BRR-FAY REPLICATE WEIGHT 38*
VALUE
TRWGT38 STC
854- 866/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 257 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------258 WEIGHT
TRWGT39
*TEACHER BRR-FAY REPLICATE WEIGHT 39*
VALUE
TRWGT39 STC
867- 879/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
TALIS User Guide to the International Database
281
Flags: SCR: 258 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------259 WEIGHT
TRWGT40
*TEACHER BRR-FAY REPLICATE WEIGHT 40*
VALUE
TRWGT40 STC
880- 892/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 259 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------260 WEIGHT
TRWGT41
*TEACHER BRR-FAY REPLICATE WEIGHT 41*
VALUE
TRWGT41 STC
893- 905/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 260 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------261 WEIGHT
TRWGT42
*TEACHER BRR-FAY REPLICATE WEIGHT 42*
VALUE
TRWGT42 STC
906- 918/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 261 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------262 WEIGHT
TRWGT43
*TEACHER BRR-FAY REPLICATE WEIGHT 43*
VALUE
TRWGT43 STC
919- 931/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 262 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------263 WEIGHT
TRWGT44
*TEACHER BRR-FAY REPLICATE WEIGHT 44*
VALUE
TRWGT44 STC
932- 944/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 263 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------264 WEIGHT
TRWGT45
*TEACHER BRR-FAY REPLICATE WEIGHT 45*
VALUE
TRWGT45 STC
945- 957/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 264 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------265 WEIGHT
TRWGT46
*TEACHER BRR-FAY REPLICATE WEIGHT 46*
VALUE
TRWGT46 STC
958- 970/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 265 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------266 WEIGHT
TRWGT47
*TEACHER BRR-FAY REPLICATE WEIGHT 47*
VALUE
TRWGT47 STC
971- 983/N 13.6
282
TALIS User Guide to the International Database
999999
999998
omitted
not admin.
VLD: .T.
Flags: SCR: 266 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------267 WEIGHT
TRWGT48
*TEACHER BRR-FAY REPLICATE WEIGHT 48*
VALUE
TRWGT48 STC
984- 996/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 267 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------268 WEIGHT
TRWGT49
*TEACHER BRR-FAY REPLICATE WEIGHT 49*
VALUE
TRWGT49 STC
997- 1009/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 268 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------269 WEIGHT
TRWGT50
*TEACHER BRR-FAY REPLICATE WEIGHT 50*
VALUE
TRWGT50 STC
1010- 1022/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 269 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------270 WEIGHT
TRWGT51
*TEACHER BRR-FAY REPLICATE WEIGHT 51*
VALUE
TRWGT51 STC
1023- 1035/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 270 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------271 WEIGHT
TRWGT52
*TEACHER BRR-FAY REPLICATE WEIGHT 52*
VALUE
TRWGT52 STC
1036- 1048/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 271 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------272 WEIGHT
TRWGT53
*TEACHER BRR-FAY REPLICATE WEIGHT 53*
VALUE
TRWGT53 STC
1049- 1061/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 272 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------273 WEIGHT
TRWGT54
*TEACHER BRR-FAY REPLICATE WEIGHT 54*
VALUE
TRWGT54 STC
1062- 1074/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 273 / CAR:F
/ CAT:STC
/ DEF:
TALIS User Guide to the International Database
283
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------274 WEIGHT
TRWGT55
*TEACHER BRR-FAY REPLICATE WEIGHT 55*
VALUE
TRWGT55 STC
1075- 1087/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 274 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------275 WEIGHT
TRWGT56
*TEACHER BRR-FAY REPLICATE WEIGHT 56*
VALUE
TRWGT56 STC
1088- 1100/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 275 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------276 WEIGHT
TRWGT57
*TEACHER BRR-FAY REPLICATE WEIGHT 57*
VALUE
TRWGT57 STC
1101- 1113/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 276 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------277 WEIGHT
TRWGT58
*TEACHER BRR-FAY REPLICATE WEIGHT 58*
VALUE
TRWGT58 STC
1114- 1126/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 277 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------278 WEIGHT
TRWGT59
*TEACHER BRR-FAY REPLICATE WEIGHT 59*
VALUE
TRWGT59 STC
1127- 1139/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 278 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------279 WEIGHT
TRWGT60
*TEACHER BRR-FAY REPLICATE WEIGHT 60*
VALUE
TRWGT60 STC
1140- 1152/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 279 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------280 WEIGHT
TRWGT61
*TEACHER BRR-FAY REPLICATE WEIGHT 61*
VALUE
TRWGT61 STC
1153- 1165/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 280 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------281 WEIGHT
TRWGT62
*TEACHER BRR-FAY REPLICATE WEIGHT 62*
VALUE
TRWGT62 STC
1166- 1178/N 13.6
999999
omitted
284
TALIS User Guide to the International Database
999998
not admin.
VLD: .T.
Flags: SCR: 281 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------282 WEIGHT
TRWGT63
*TEACHER BRR-FAY REPLICATE WEIGHT 63*
VALUE
TRWGT63 STC
1179- 1191/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 282 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------283 WEIGHT
TRWGT64
*TEACHER BRR-FAY REPLICATE WEIGHT 64*
VALUE
TRWGT64 STC
1192- 1204/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 283 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------284 WEIGHT
TRWGT65
*TEACHER BRR-FAY REPLICATE WEIGHT 65*
VALUE
TRWGT65 STC
1205- 1217/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 284 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------285 WEIGHT
TRWGT66
*TEACHER BRR-FAY REPLICATE WEIGHT 66*
VALUE
TRWGT66 STC
1218- 1230/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 285 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------286 WEIGHT
TRWGT67
*TEACHER BRR-FAY REPLICATE WEIGHT 67*
VALUE
TRWGT67 STC
1231- 1243/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 286 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------287 WEIGHT
TRWGT68
*TEACHER BRR-FAY REPLICATE WEIGHT 68*
VALUE
TRWGT68 STC
1244- 1256/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 287 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------288 WEIGHT
TRWGT69
*TEACHER BRR-FAY REPLICATE WEIGHT 69*
VALUE
TRWGT69 STC
1257- 1269/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 288 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
TALIS User Guide to the International Database
285
-------------------------------------------------------------------------------------------------------------------------------------289 WEIGHT
TRWGT70
*TEACHER BRR-FAY REPLICATE WEIGHT 70*
VALUE
TRWGT70 STC
1270- 1282/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 289 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------290 WEIGHT
TRWGT71
*TEACHER BRR-FAY REPLICATE WEIGHT 71*
VALUE
TRWGT71 STC
1283- 1295/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 290 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------291 WEIGHT
TRWGT72
*TEACHER BRR-FAY REPLICATE WEIGHT 72*
VALUE
TRWGT72 STC
1296- 1308/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 291 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------292 WEIGHT
TRWGT73
*TEACHER BRR-FAY REPLICATE WEIGHT 73*
VALUE
TRWGT73 STC
1309- 1321/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 292 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------293 WEIGHT
TRWGT74
*TEACHER BRR-FAY REPLICATE WEIGHT 74*
VALUE
TRWGT74 STC
1322- 1334/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 293 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------294 WEIGHT
TRWGT75
*TEACHER BRR-FAY REPLICATE WEIGHT 75*
VALUE
TRWGT75 STC
1335- 1347/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 294 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------295 WEIGHT
TRWGT76
*TEACHER BRR-FAY REPLICATE WEIGHT 76*
VALUE
TRWGT76 STC
1348- 1360/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 295 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------296 WEIGHT
TRWGT77
*TEACHER BRR-FAY REPLICATE WEIGHT 77*
VALUE
TRWGT77 STC
1361- 1373/N 13.6
999999
omitted
999998
not admin.
286
TALIS User Guide to the International Database
VLD: .T.
Flags: SCR: 296 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------297 WEIGHT
TRWGT78
*TEACHER BRR-FAY REPLICATE WEIGHT 78*
VALUE
TRWGT78 STC
1374- 1386/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 297 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------298 WEIGHT
TRWGT79
*TEACHER BRR-FAY REPLICATE WEIGHT 79*
VALUE
TRWGT79 STC
1387- 1399/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 298 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------299 WEIGHT
TRWGT80
*TEACHER BRR-FAY REPLICATE WEIGHT 80*
VALUE
TRWGT80 STC
1400- 1412/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 299 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------300 WEIGHT
TRWGT81
*TEACHER BRR-FAY REPLICATE WEIGHT 81*
VALUE
TRWGT81 STC
1413- 1425/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 300 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------301 WEIGHT
TRWGT82
*TEACHER BRR-FAY REPLICATE WEIGHT 82*
VALUE
TRWGT82 STC
1426- 1438/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 301 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------302 WEIGHT
TRWGT83
*TEACHER BRR-FAY REPLICATE WEIGHT 83*
VALUE
TRWGT83 STC
1439- 1451/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 302 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------303 WEIGHT
TRWGT84
*TEACHER BRR-FAY REPLICATE WEIGHT 84*
VALUE
TRWGT84 STC
1452- 1464/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 303 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
--------------------------------------------------------------------------------------------------------------------------------------
TALIS User Guide to the International Database
287
304 WEIGHT
TRWGT85
*TEACHER BRR-FAY REPLICATE WEIGHT 85*
VALUE
999999
999998
TRWGT85 STC
omitted
not admin.
VLD: .T.
Flags: SCR: 304 / CAR:F
1465- 1477/N 13.6
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------305 WEIGHT
TRWGT86
*TEACHER BRR-FAY REPLICATE WEIGHT 86*
VALUE
TRWGT86 STC
1478- 1490/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 305 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------306 WEIGHT
TRWGT87
*TEACHER BRR-FAY REPLICATE WEIGHT 87*
VALUE
TRWGT87 STC
1491- 1503/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 306 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------307 WEIGHT
TRWGT88
*TEACHER BRR-FAY REPLICATE WEIGHT 88*
VALUE
TRWGT88 STC
1504- 1516/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 307 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------308 WEIGHT
TRWGT89
*TEACHER BRR-FAY REPLICATE WEIGHT 89*
VALUE
TRWGT89 STC
1517- 1529/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 308 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------309 WEIGHT
TRWGT90
*TEACHER BRR-FAY REPLICATE WEIGHT 90*
VALUE
TRWGT90 STC
1530- 1542/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 309 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------310 WEIGHT
TRWGT91
*TEACHER BRR-FAY REPLICATE WEIGHT 91*
VALUE
TRWGT91 STC
1543- 1555/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 310 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------311 WEIGHT
TRWGT92
*TEACHER BRR-FAY REPLICATE WEIGHT 92*
VALUE
TRWGT92 STC
1556- 1568/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
288
TALIS User Guide to the International Database
Flags: SCR: 311 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------312 WEIGHT
TRWGT93
*TEACHER BRR-FAY REPLICATE WEIGHT 93*
VALUE
TRWGT93 STC
1569- 1581/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 312 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------313 WEIGHT
TRWGT94
*TEACHER BRR-FAY REPLICATE WEIGHT 94*
VALUE
TRWGT94 STC
1582- 1594/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 313 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------314 WEIGHT
TRWGT95
*TEACHER BRR-FAY REPLICATE WEIGHT 95*
VALUE
TRWGT95 STC
1595- 1607/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 314 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------315 WEIGHT
TRWGT96
*TEACHER BRR-FAY REPLICATE WEIGHT 96*
VALUE
TRWGT96 STC
1608- 1620/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 315 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------316 WEIGHT
TRWGT97
*TEACHER BRR-FAY REPLICATE WEIGHT 97*
VALUE
TRWGT97 STC
1621- 1633/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 316 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------317 WEIGHT
TRWGT98
*TEACHER BRR-FAY REPLICATE WEIGHT 98*
VALUE
TRWGT98 STC
1634- 1646/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 317 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------318 WEIGHT
TRWGT99
*TEACHER BRR-FAY REPLICATE WEIGHT 99*
VALUE
TRWGT99 STC
1647- 1659/N 13.6
999999
omitted
999998
not admin.
VLD: .T.
Flags: SCR: 318 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------319 WEIGHT
TRWGT100 *TEACHER BRR-FAY REPLICATE WEIGHT 100*
VALUE
TRWGT100 STC
1660- 1672/N 13.6
TALIS User Guide to the International Database
289
999999
999998
omitted
not admin.
VLD: .T.
Flags: SCR: 319 / CAR:F
/ CAT:STC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------320 VERSION
VERSION
*DATA SENDOUT VERSION*
VALUE
VERSION PROC
1673- 1674/N 2.0
99
omitted
98
not admin.
VLD: .T.
Flags: SCR: 320 / CAR:F
/ CAT:PROC
/ DEF:
COMMENT:
-------------------------------------------------------------------------------------------------------------------------------------321 DPCDATE
DPCDATE
*DATE EXPORTED*
VALUE
DPCDATE PROC
1675- 1682/N 8.0
9999999
omitted
9999999
not admin.
VLD: .T.
Flags: SCR: 321 / CAR:F
/ CAT:PROC
/ DEF:
COMMENT:
290
TALIS User Guide to the International Database
TALIS User Guide to the International Database
291