The objective of the Teaching and Learning International Survey (TALIS) in 2013 was to obtain, in each participating country, a representative sample of teachers for each ISCED level in which the country participated. Moreover, a representative sample of teachers teaching students of the appropriate age in schools selected for Programme for International Student Assessment (PISA) in 2012 was required for each country that opted to participate in the TALIS-PISA link. TALIS 2013 identified policy issues that encompass the classroom, teachers, schools and school management, so the coverage of TALIS 2013 extends to all teachers of each concerned ISCED level and to the principals of the schools where they teach. The international sampling plan prepared for TALIS 2013 used a stratified two-stage probability sampling design. This means that teachers (second stage units, or secondary sampling units) were to be randomly selected from the list of in-scope teachers in each of the randomly selected schools (first stage units, or primary sampling units). A more detailed description of the survey design and its implementation can be found in the TALIS Technical Report (2014).

This annex provides information on how the indices (or scales) and other measures derived from the TALIS 2013 teacher and principal questionnaires were constructed. It also provides technical details of some of the more advanced statistical analyses presented throughout the report. Additional technical details on these matters can be found in the TALIS 2013 Technical Report.

TALIS is a collaborative effort, bringing together expertise from participating countries that share an interest in developing a survey programme to inform their policies about teachers, teaching and learning. This report is the product of collaboration and co-operation among the member countries of the OECD and the partner countries participating in the second round of TALIS. Engagement with bodies representing teachers and regular briefings and exchanges with the Trade Union Advisory Council at the OECD have been very important in the development and implementation of TALIS. In particular, the co-operation of the teachers and principals in the participating schools has been crucial in ensuring the success of TALIS.