The Global Status of Teachers and the Teaching Profession
respondents). It should be noted that all these factors are amenable to public policy decisions and point to areas in which the retention of teachers would be facilitated. Recent research based on a survey study of teachers in 34 countries and economies found high-stakes testing to have a very strong and negative impact on satisfaction with the profession (OECD, 2016b). Since such tests do not reflect teacher strategies or the curricula covered in class, teachers tend to see this testing as a reduction to their professional autonomy. Table 2. Degree of Impact of Financial and Professional Conditions on Teacher Satisfaction High impact
Moderate impact
Low impact
Count
Row %
Count
Row %
Count
Row %
Decent salary conditions
62
77.50%
16
20.00%
2
2.50%
Provision of professional development opportunities
46
57.50%
31
38.80%
3
3.80%
Teacher autonomy over classroom instruction
45
56.30%
26
32.50%
9
11.30%
Good relations with parents and community
41
51.90%
31
39.20%
7
8.90%
Supportive principal and other administrators
49
62.80%
24
30.80%
5
6.40%
Reasonable classroom size
40
50.60%
34
43.00%
5
6.30%
Well-equipped classrooms
35
44.90%
37
47.40%
6
7.70%
Safe school atmosphere
43
55.10%
29
37.20%
6
7.70%
A decline in the working conditions of teachers has also been reported, as can be seen in Figure 8 below. The decline was most strongly felt in primary education, followed by secondary education, and then TVET. Figure 8. Changes in Teachers’ Working Conditions Over the Past Five Years 40% Significant decline
35%
30%
Slight decline
25%
20%
No change
15%
10%
Slight improvement
5%
0% Higher Education
TVET
Secondary Education
Primary Education
Early Childhood Education
Significant improvement
19