Preparing Teachers and Developing School Leaders for the 21st Century

OECD
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Australia
Austria
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United Kingdom
United States
OECD average
Albania
Argentina
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Brazil
Bulgaria
Colombia
Croatia
Dubai (UAE)
Hong Kong-China
Indonesia
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Lithuania
Macao-China
Montenegro
Panama
Peru
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Chinese Taipei
Thailand
Trinidad and Tobago
Tunisia
Uruguay
developing effective school leaders
Figure 1.2
School principals’ views of their involvement in school matters
Index of school principal’s leadership based on school principals’ reports
A i make sure that the professional development activities of teachers are in accordance with the teaching goals of the school.
B I ensure that teachers work according to the school’s educational goals.
C i observe instruction in classrooms.
D I use student performance results to develop the school’s educational goals.
E i give teachers suggestions as to how they can improve their teaching.
F I monitor students’ work.
G When a teacher has problems in his/her classroom, i take the initiative to discuss matters.
H i inform teachers about possibilities for updating their knowledge and skills.
I i check to see whether classroom activities are in keeping with our educational goals.
J i take exam results into account in decisions regarding curriculum development.
K i ensure that there is clarity concerning the responsibility for co-ordinating the curriculum.
L When a teacher brings up a classroom problem, we solve the problem together.
m i pay attention to disruptive behaviour in classrooms.
N i take over lessons from teachers who are unexpectedly absent.
Percentage of students in schools whose principals
reported that the following activities and behaviours
occurred “quite often” or “very often” during the last school year
A
98
89
95
98
97
95
86
92
64
w
82
40
93
88
88
94
97
43
80
87
95
95
99
81
94
93
97
99
86
90
72
85
100
98
88
97
95
95
99
100
98
94
100
99
94
99
96
90
96
53
97
100
95
91
94
96
98
99
97
98
100
98
94
97
84
85
B
99
92
97
98
98
98
89
94
75
w
94
78
99
89
88
99
99
51
85
98
97
97
98
88
97
97
99
100
97
96
82
95
100
98
93
100
98
96
99
100
99
98
100
99
99
100
98
92
97
21
98
100
100
95
98
100
100
99
100
98
100
98
99
98
97
98
C
64
41
43
77
55
57
25
59
9
w
40
12
54
39
14
46
39
37
42
32
68
52
68
24
93
9
86
77
28
38
64
70
93
95
50
98
63
97
60
92
45
70
95
99
88
100
98
98
80
3
47
88
88
86
86
100
87
92
67
94
80
92
88
60
92
89
D
93
60
42
91
93
81
44
84
46
w
57
61
84
78
64
87
86
30
64
65
94
66
98
70
95
94
87
78
85
83
34
93
100
96
75
99
90
89
94
95
85
80
97
97
91
99
95
90
97
15
92
74
97
88
88
98
98
89
90
57
99
84
98
86
92
90
E
76
67
68
86
95
79
53
58
40
w
53
53
62
77
41
85
75
38
68
52
89
73
73
49
89
65
86
85
55
63
60
85
92
94
69
94
96
97
94
79
92
92
98
100
99
100
97
94
83
14
75
82
97
95
93
97
90
87
91
99
94
86
95
88
97
90
note: higher values on the index indicate greater involvement of school principals in educational issues.
source: oecd, PISA 2009 Database, table iv.4.8.
F
58
86
33
60
73
93
39
75
61
w
82
46
84
69
50
81
87
40
56
64
90
50
42
55
96
49
90
90
45
29
61
90
88
72
66
94
84
99
91
93
88
96
93
93
77
98
97
98
86
46
60
86
100
84
80
94
90
95
82
69
66
94
97
71
60
81
G
89
84
89
95
90
86
94
72
77
w
80
97
89
87
88
94
96
29
75
96
95
76
78
90
91
91
86
90
86
89
85
75
90
95
86
90
94
86
97
87
90
96
98
96
89
99
85
89
85
82
74
93
92
90
80
95
96
80
97
91
93
86
94
94
97
92
H
95
79
90
95
96
98
91
93
95
w
85
96
91
96
92
89
98
50
69
67
91
82
84
91
99
89
98
95
86
90
80
90
96
97
89
88
91
96
97
98
96
95
99
98
96
99
98
96
94
16
89
76
100
92
94
95
98
99
99
93
93
98
98
95
82
94
I
81
67
82
86
82
83
76
57
59
w
57
67
65
54
62
86
88
31
60
74
92
79
74
48
92
48
91
85
66
52
59
87
95
94
72
93
86
99
91
94
82
98
98
95
96
99
99
95
85
10
55
86
99
95
92
98
99
97
87
96
93
88
94
84
84
84
J
81
22
46
63
84
59
25
62
13
w
33
34
73
58
78
90
77
37
46
32
62
75
87
47
71
82
76
65
71
68
17
78
97
88
61
87
66
86
94
71
87
76
90
92
95
81
60
82
75
0
65
52
84
85
84
84
91
55
93
70
98
90
96
92
40
45
K
97
75
74
87
94
93
76
87
77
w
73
69
86
87
88
94
92
29
63
47
90
80
97
81
80
97
96
93
92
93
54
93
99
90
82
93
87
90
94
98
92
95
93
97
96
81
87
87
83
13
89
88
100
88
91
87
99
97
91
98
98
95
98
95
59
73
L
93
92
98
99
97
96
99
83
98
w
95
98
94
100
97
97
98
61
79
98
97
86
83
98
97
99
91
98
99
98
92
97
96
97
94
96
98
90
99
91
96
99
98
96
81
100
86
86
76
96
95
90
100
97
91
96
100
96
97
99
97
97
97
97
99
98
M
94
87
96
98
97
75
95
79
94
w
84
96
91
75
97
98
98
60
68
98
96
71
94
95
93
97
91
94
99
87
83
99
97
96
90
96
96
99
99
96
96
100
97
96
93
99
89
81
85
58
83
90
96
94
95
98
99
86
97
89
96
95
97
98
99
100
N
32
53
4
19
62
23
29
24
39
w
42
63
41
26
39
26
18
17
7
23
43
16
12
28
37
7
15
23
63
13
31
36
29
16
29
47
43
77
44
29
31
19
39
45
47
90
17
29
30
44
7
45
23
43
45
28
40
31
44
14
8
20
45
26
45
25
range between top and bottom quarter
average index
Variability
in the index
(Standard
Deviation)
Chapter 1
PreParing teachers and develoPing school leaders for the 21st century – lessons froM around the World © OECD 2012
1.0
0.8
0.8
1.0
1.1
0.8
0.6
0.9
0.7
w
0.7
1.0
0.8
0.7
0.9
0.9
0.9
0.9
1.2
1.0
1.0
0.7
1.0
0.6
0.8
0.7
0.7
0.8
0.9
0.8
0.8
0.9
0.9
1.1
0.9
0.8
0.9
1.0
1.1
0.8
1.2
0.8
1.2
0.9
1.0
1.1
0.8
0.9
0.8
0.7
0.8
0.9
0.7
1.1
1.1
1.1
0.8
0.9
0.8
0.8
0.9
0.9
0.9
1.0
1.1
1.0
-3 -2 -1 0 1 2 3 4 index points
17