Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries

Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing support of policymakers and general public. To examine global pattern in teachers’ perception occupational value identify possible outcomes predictors, we analyzed 2018 Teaching Learning International Survey (TALIS) data. We found an overwhelming majority feel undervalued almost all OECD countries. In addition, who reported less collective teacher effort for school improvement job dissatisfaction consistently four countries comparison with different policy contexts—the United States, Australia, Finland, Korea. However, relationships between three working conditions impacted by reforms—compensation, classroom autonomy, involvement decision-making—and perceived varied across these Specifically, seem to matter more where context produces greater disparities schools qualifications, distribution qualified teachers, degree professional control.