List of variables in the Chapter 3 regression analyses
The percentage of missing cases for each country for each variable included in the Chapter 3 regression analyses
List of variables in the Chapter 5 regression analyses
The percentage of missing cases for each country for each variable included in the Chapter 5 regression analyses
Gender and age distribution of primary teachers
Primary teachers' educational attainment
Completion and content of teacher education or training programme in primary education
Work experience of primary teachers
Employment contract status of primary teachers
Employment status of primary teachers, full time or part time
Primary school type and school competition
Primary school composition by first language, special needs and disadvantaged homes
School resources in primary education
Web School resources in primary education, detailed results
School resources in primary education, by socioeconomic level
School resources in primary education, by school location
Class size and classroom composition in primary education
Gender and age distribution of primary education principals
Primary education principals' educational attainment
Primary education principals' formal education
Work experience of primary education principals
Principals' working time in primary education
Principals' leadership in primary education
Web Principals' leadership in primary education, detailed results
Primary education principals' participation in a school development plan
Teachers' feedback by source of feedback in primary education
Methods for providing feedback to teachers in primary education
Emphasis of teacher feedback in primary education
Outcomes of teacher feedback in primary education
Web Outcomes of teacher feedback in primary education, detailed results
Access to and participation in induction programmes in primary education
Mentoring programmes in primary education
Primary teachers' participation in professional development and personal financial cost involved
Teachers' needs for professional development in primary education
Web Teachers' needs for professional development in primary education, detailed results
Teachers' working hours in primary education
Distribution of class time during an average lesson in primary education
Teaching practices in primary education
Teachers' beliefs about teaching and learning in primary education
Web Teaching practices in primary education, detailed results
Teachers' use of student assessment practices in primary education
Teacher co-operation in primary education
Teachers' self-efficacy in primary education
Web Teacher co-operation in primary education, detailed results
Teachers' job satisfaction in primary education
Web Teachers' self-efficacy in primary education, detailed results
Relationship between teacher and school characteristics and societal value of teaching in primary education
Web Teachers' job satisfaction in primary education, detailed results
Relationship between teachers' characteristics and their self-efficacy in primary education
Web Relationship between teacher and school characteristics and societal value of teaching in primary education, detailed results
Relationship between teachers' characteristics and their job satisfaction in primary education
Web Relationship between teachers' characteristics and their self-efficacy in primary education, detailed results
Relationship between classroom and school environment and teachers' self-efficacy in primary education
Web Relationship between teachers' characteristics and their job satisfaction in primary education, detailed results
Relationship between classroom and school environment and teachers' job satisfaction in primary education
Web Relationship between classroom and school environment and teachers' self-efficacy in primary education, detailed results
Web Relationship between classroom and school environment and teachers' job satisfaction in primary education, detailed results
Web Standard deviation related to teachers' job satisfaction and self-efficacy in primary education
Gender and age distribution of upper secondary teachers
Upper secondary teachers' educational attainment
Completion and content of teacher education or training programme for upper secondary teachers
Work experience of upper secondary teachers
Employment contract status of upper secondary teachers
Employment status of upper secondary teachers, full time or part time
Upper secondary school type and school competition
Upper secondary education school composition by first language, special needs and disadvantaged homes
School resources in upper secondary education
Web School resources in upper secondary education, detailed results
School resources in upper secondary education, by socioeconomic level
School resources in upper secondary education, by school location
Class size and classroom composition in upper secondary education
Gender and age distribution of upper secondary principals
Upper secondary education principals' educational attainment
Upper secondary education principals' formal education
Work experience of upper secondary education principals
Principals' working time in upper secondary education
Principals' leadership in upper secondary education
Web Principals' leadership in upper secondary education, detailed results
Upper secondary principals' participation in a school development plan
Teachers' feedback by source of feedback in upper secondary education
Methods for providing feedback to upper secondary education teachers
Emphasis of teacher feedback in upper secondary education
Outcomes of teacher feedback in upper secondary education
Web Outcomes of teacher feedback in upper secondary education, detailed results
Access to induction programmes in upper secondary education
Participation in induction programmes in upper secondary education
Mentoring programmes in upper secondary education
Upper secondary teachers' participation in professional development and personal financial cost involved
Type of professional development recently undertaken by upper secondary teachers
Teachers' needs for professional development in upper secondary education
Web Teachers' needs for professional development in upper secondary education, detailed results
Barriers to teachers' participation in professional development
Teachers' working hours in upper secondary education
Distribution of class time during an average lesson in upper secondary education
Teaching practices in upper secondary education
Web Teaching practices in upper secondary education, detailed results
Teachers' beliefs about teaching and learning in upper secondary education
Teachers' use of student assessment practices in upper secondary education
Teacher co-operation in upper secondary education
Web Teacher co-operation in upper secondary education, detailed results
Teachers' self-efficacy in upper secondary education
Web Teachers' self-efficacy in upper secondary education, detailed results
Teachers' job satisfaction in upper secondary education
Web Teachers' job satisfaction in upper secondary education, detailed results
Relationship between teacher and school characteristics and societal value of teaching in upper secondary education
Web Relationship between teacher and school characteristics and societal value of teaching in upper secondary education, detailed results
Relationship between teachers' characteristics and their self-efficacy in upper secondary education
Web Relationship between teachers' characteristics and their self-efficacy in upper secondary education, detailed results
Relationship between teachers' characteristics and their job satisfaction in upper secondary education
Web Relationship between teachers' characteristics and their job satisfaction in upper secondary education, detailed results
Relationship between classroom and school environment and teachers' self-efficacy in upper secondary education
Web Relationship between classroom and school environment and teachers' self-efficacy in upper secondary education, detailed results
Relationship between classroom and school environment and teachers' job satisfaction in upper secondary education
Web Relationship between classroom and school environment and teachers' job satisfaction in upper secondary education, detailed results
Web Standard deviation related to teachers' job satisfaction and self-efficacy in upper secondary education
Web Sources for upper secondary education teachers' feedback
Web Methods for upper secondary education teachers' feedback
Gender and age of teachers, across ISCED levels
Work experience of teachers, across ISCED levels
Teachers' educational attainment, across ISCED levels
Completion and content of teacher education or training programme, across ISCED levels
Teachers' needs for professional development, across ISCED levels
School type and school competition, across ISCED levels
School resources, across ISCED levels
Class size, across ISCED levels
Classroom composition - Students with special needs, across ISCED levels
Classroom composition - Students with behavioural problems, across ISCED levels
Classroom composition - Low academic achievers, across ISCED levels
Classroom composition - Students from socioeconomically disadvantaged homes, across ISCED levels
Participation in mentoring programmes, across ISCED levels
Access to formal induction programmes, across ISCED levels
Teachers' access to informal induction activities or introduction to the school, across ISCED levels
Teachers' feedback by source, across ISCED levels
Teachers' feedback by method, across ISCED levels
Outcomes of teacher feedback, across ISCED levels
Teachers' working hours, across ISCED levels
Distribution of time spent in the classroom during an average lesson, across ISCED levels
Teaching practices, across ISCED levels
Teacher self-efficacy, across ISCED levels
Teacher job satisfaction, across ISCED levels