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Conducted every 5 to 6 years, TALIS produces internationally comparable data about teachers and teaching.

It encourages teachers and principals to share their opinion on a range of issues. This data is used by governments, professional associations and think tanks to support policy development and research.

TALIS addresses 5 policy areas

Teachers’ learning and development

  • Initial teacher education
  • Continuing professional learning

Occupational perceptions

  • Job satisfaction, occupational wellbeing, and perceived value of teaching
  • Teacher self-efficacy

Teachers’ work practices

  • Teaching practices
  • Professional practices

Institutional environments for teaching

  • School leadership
  • School climate

Teacher, principal, and school characteristics

  • Diversity and equity
  • Educational use of technology
  • Social and emotional learning of students
  • Environmental sustainability education

Results from the 2024 Teaching and Learning International Survey were released at 1pm AEDT, Tuesday 7 October 2025.

View TALIS reports and data

TALIS 2024 participation

6000 teachers

and

359 principals

from a sample of primary and secondary schools
across Australia.


55 countries

and partner economies participated.


Australia has participated in

4 cycles of TALIS

Teachers participated from a total of

359 Australian schools

181 from lower secondary schools
178 from primary schools.


Australian teachers at a glance

84%

have job
satisfaction

74%

think the good
outweighs the bad

71%

would choose
teaching again

Teaching experience

Australian teachers who worked in schools with more than 10% of students with special learning needs

Lower secondary teachers’ sources of stress

Too much
administrative work

OECD average is 52%

 
Too much marking

OECD average is 40%

Keeping up with curriculum
and program changes

OECD average is 34%

Maintaining classroom
discipline

OECD average is 45%

Lower secondary teachers’ use of AI in the classroom

Australian teachers who worked in schools with more than 10% of students with special learning needs

Primary teachers' sources of stress

Too much
administrative work

OECD average is 52%

 
Too much marking

OECD average is 40%

Keeping up with curriculum
and program changes

OECD average is 34%

Maintaining classroom
discipline

OECD average is 45%

Primary teachers’ use of AI in the classroom