internes Kennzeichen
Country Identifier
Intl. School ID
Intl. Teacher ID
Country code 3-character (autorekodiert (FDZ))
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS/FT) (autorekodiert (FDZ))
National Centre 6-digit Code (autorekodiert (FDZ))
Stratum ID 7-character (cnt + region ID + original stratum ID) (autorekodiert (FDZ))
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID) (autorekodiert (FDZ))
Country of birth national categories - Teacher (autorekodiert (FDZ))
Country of birth (Zur Anonymisierung gruppiert (FDZ))
Date of the database creation (autorekodiert (FDZ))
Teacher Class Identifier (Aufgrund eines Sperrvermerks geleert (FDZ))
Region
OECD country
Mode of Respondent
Language of Questionnaire/Assessment
Reading/Group of other Teacher
Are you female or male?
How old are you?
How old are you? (Zur Anonymisierung gruppiert (FDZ))
What is your current employment status as a teacher? My employment status at this school
How many years of work experience do you have? Year(s) working as a teacher at this school
How many years of work experience do you have? Year(s) working as a teacher at this school (Zur Anonymisierung gruppiert (FDZ))
How many years of work experience do you have? Year(s) working as a teacher in total
How many years of work experience do you have? Year(s) working as a teacher in total (Zur Anonymisierung gruppiert (FDZ))
Did you complete a teacher education or training programme?
How did you receive your teaching qualifications?
Included in teacher education, training or other qualification: Reading, writing and literature
Teach it in the <national modal grade for 15-year-olds> in the current school year: Reading, writing and literature
Included in teacher education, training or other qualification: Mathematics
Teach it in the <national modal grade for 15-year-olds> in the current school year: Mathematics
Included in teacher education, training or other qualification: Science
Teach it in the <national modal grade for 15-year-olds> in the current school year: Science
Included in teacher education, training or other qualification: Technology
Teach it in the <national modal grade for 15-year-olds> in the current school year: Technology
Included in teacher education, training or other qualification: Social studies
Teach it in the <national modal grade for 15-year-olds> in the current school year: Social studies
Included in teacher education, training or other qualification: Modern foreign languages
Teach it in the <national modal grade for 15-year-olds> in the current school year: Modern foreign languages
Included in teacher education, training or other qualification: Ancient languages (e.g. Latin)
Teach it in the <national modal grade for 15-year-olds> in the current school year: Ancient languages (e.g. Latin)
Included in teacher education, training or other qualification: Arts
Teach it in the <national modal grade for 15-year-olds> in the current school year: Arts
Included in teacher education, training or other qualification: Physical education
Teach it in the <national modal grade for 15-year-olds> in the current school year: Physical education
Included in teacher education, training or other qualification: Religion and/or ethics
Teach it in the <national modal grade for 15-year-olds> in the current school year: Religion and/or ethics
Included in teacher education, training or other qualification: Practical and vocational skills
Teach it in the <national modal grade for 15-year-olds> in the current school year: Practical and vocational skills
Included in teacher education, training or other qualification: Knowledge and understanding of my subject field(s)
Included in professional development during last 12 months: Knowledge and understanding of my subject field(s)
Included in teacher education, training or other qualification: Pedagogical competencies in teaching my subject field(s)
Included in professional development during last 12 months: Pedagogical competencies in teaching my subject field(s)
Included in teacher education, training or other qualification: Knowledge of the curriculum
Included in professional development during last 12 months: Knowledge of the curriculum
Included in teacher education, training or other qualification: Student assessment practices
Included in professional development during last 12 months: Student assessment practices
Included in teacher education, training or other qualification: ICT [...] skills for teaching
Included in professional development during last 12 months: ICT [...] skills for teaching
Included in teacher education, training or other qualification: Student behaviour and classroom management
Included in professional development during last 12 months: Student behaviour and classroom management
Included in teacher education, training or other qualification: School management and administration
Included in professional development during last 12 months: School management and administration
Included in teacher education, training or other qualification: Approaches to individualised learning
Included in professional development during last 12 months: Approaches to individualised learning
Included in teacher education, training or other qualification: Teaching students with special needs
Included in professional development during last 12 months: Teaching students with special needs
Included in teacher education, training or other qualification: Teaching in a multicultural or multilingual setting
Included in professional development during last 12 months: Teaching in a multicultural or multilingual setting
Included in teacher education, training or other qualification: Teaching cross-curricular skills [...]
Included in professional development during last 12 months: Teaching cross-curricular skills [...]
Included in teacher education, training or other qualification: Student career guidance and counselling
Included in professional development during last 12 months: Student career guidance and counselling
Included in teacher education, training or other qualification: Internal evaluation or self-evaluation of schools
Included in professional development during last 12 months: Internal evaluation or self-evaluation of schools
Included in teacher education, training or other qualification: Use of evaluation results
Included in professional development during last 12 months: Use of evaluation results
Included in teacher education, training or other qualification: Teacher-parent cooperation
Included in professional development during last 12 months: Teacher-parent cooperation
Included in teacher education, training or other qualification: Second language teaching
Included in professional development during last 12 months: Second language teaching
Included in teacher education, training or other qualification: Communicating with people from different cultures [...]
Included in professional development during last 12 months: Communicating with people from different cultures [...]
Included in teacher education, training or other qualification: Teaching about equity and diversity
Included in professional development during last 12 months: Teaching about equity and diversity
Are you required to take part in professional development activities?
About how much time per week do you spend reading for your work [...] out of your classes?
Agree: The advantages of being a teacher clearly outweigh the disadvantages.
Agree: If I could decide again, I would still choose to work as a teacher.
Agree: I would like to change to another school if that were possible.
Agree: I regret that I decided to become a teacher.
Agree: I enjoy working at this school.
Agree: I wonder whether it would have been better to choose another profession.
Agree: I would recommend my school as a good place to work.
Agree: I think that the teaching profession is valued in society.
Agree: I am satisfied with my performance in this school.
Agree: All in all, I am satisfied with my job.
Agree: Every teacher should be trained to teach reading comprehension.
Agree: Every teacher has a responsibility to improve students' reading comprehension skills.
Agree: I know how to diagnose the students' reading comprehension problems.
Agree: I am very confident in my capability to teach reading comprehension strategies.
In your lessons, how often do you teach: Summarizing strategies
In your lessons, how often do you teach: Connecting texts with prior content knowledge
In your lessons, how often do you teach: Monitoring comprehension
In your lessons, how often do you teach: Adapting the mode of reading depending on reading purposes
In your lessons, how often do you teach: Assessing credibility of information available on the Internet
In your lessons, how often do you teach: Searching and selecting relevant information on the Internet
In your lessons, have you ever taught: How to use keywords when using a search engine such as <Google>, <Yahoo>, etc.
In your lessons, have you ever taught: How to decide whether to trust information from the Internet
In your lessons, have you ever taught: How to compare different web pages and decide what information is more [...]
In your lessons, have you ever taught: To understand the consequences of making information publicly available [...]
In your lessons, have you ever taught: How to use the short description below the links in the list of results of [...]
In your lessons, have you ever taught: How to detect whether the information is subjective or biased
In your lessons, have you ever taught: How to detect phishing or spam emails
<this academic year>, how many pages was the longest piece of text your [...] students had to read for your lessons
In your lessons, opportunities to promote the following skills: Communicating with people from different cultures [...]
In your lessons, opportunities to promote the following skills: Knowledge of different cultures
In your lessons, opportunities to promote the following skills: Openness to people from other cultural backgrounds
In your lessons, opportunities to promote the following skills: Respect for cultural diversity
In your lessons, opportunities to promote the following skills: Foreign languages
In your lessons, opportunities to promote the following skills: Critical thinking skills
In your lessons, do you include: Climate change and global warming
In your lessons, do you include: Global health (e.g. epidemics)
In your lessons, do you include: Migration (movement of people)
In your lessons, do you include: International conflicts
In your lessons, do you include: Hunger or malnutrition in different parts of the world
In your lessons, do you include: Causes of poverty
In your lessons, do you include: Equality between men and women in different parts of the world
Does your school have a policy concerning the use of digital devices for teaching?
How often involved in: Reading emails
How often involved in: <Chat on line> (e.g. <Whatsapp>, <Messenger>)
How often involved in: Reading online news
How often involved in: Searching information online to learn about a particular topic
How often involved in: Taking part in online group discussions or forums
How often involved in: Searching for practical information online (e.g. schedules, events, tips, recipes)
Best describes how you read books
Best describes how you read the news (e.g. politics, culture, sport, local news)
Country of birth
Studied in a country other than [country of test]
Your education and training as a teacher: Have you received training on intercultural communication?
Your education and training as a teacher: Have you received training on conflict resolution strategies?
Your education and training as a teacher: Have you received training on the role education can play in confronting [...]
Your education and training as a teacher: Have you studied culturally-responsive teaching approaches and techniques?
Your education and training as a teacher: Have you received training on [...] teaching in multi-cultural classrooms?
Current need for professional development: Knowledge and understanding of my subject field(s)
Current need for professional development: Pedagogical competencies in teaching my subject field(s)
Current need for professional development: Knowledge of the curriculum
Current need for professional development: Student assessment practices
Current need for professional development: ICT (information and communication technology) skills for teaching
Current need for professional development: Student behaviour and classroom management
Current need for professional development: School management and administration
Current need for professional development: Approaches to individualised learning
Current need for professional development: Teaching students with special needs
Current need for professional development: Teaching in a multicultural or multilingual setting
Current need for professional development: Teaching cross-curricular skills (e.g. problem solving, learning-to-learn)
Current need for professional development: Student career guidance and counselling
Current need for professional development: Internal evaluation or self-evaluation of schools
Current need for professional development: Use of evaluation results
Current need for professional development: Teacher-parent cooperation
Current need for professional development: Second language teaching
Current need for professional development: Communicating with people from different cultures or countries
Current need for professional development: Teaching about equity and diversity
During the last 12 months, participated in: Courses/workshops [...]
During the last 12 months, participated in: Education conferences or seminars [...]
During the last 12 months, participated in: Observation visits to other schools
During the last 12 months, participated in: Observation visits to business premises, public organisations, [...]
During the last 12 months, participated in: In-service training courses in business premises, public organisations [...]
During the last 12 months, participated in: Qualification programme (e.g. a <degree programme>)
During the last 12 months, participated in: Participation in a network of teachers formed specifically for the [...]
During the last 12 months, participated in: Individual or collaborative research on a topic of interest to you [...]
During the last 12 months, participated in: Mentoring and/or peer observation and coaching, as part of a formal [...]
During the last 12 months, participated in: Reading professional literature (e.g. journals, evidence-based papers [...])
During the last 12 months, participated in: [...] informal dialogue with your colleagues on how to improve your teaching
In your teaching, to what extent can you do: Get students to believe they can do well in school work
In your teaching, to what extent can you do: Help my students value learning
In your teaching, to what extent can you do: Craft good questions for my students
In your teaching, to what extent can you do: Control disruptive behaviour in the classroom
In your teaching, to what extent can you do: Motivate students who show low interest in school work
In your teaching, to what extent can you do: Make my expectations about student behaviour clear
In your teaching, to what extent can you do: Help students think critically
In your teaching, to what extent can you do: Get students to follow classroom rules
In your teaching, to what extent can you do: Calm a student who is disruptive or noisy
In your teaching, to what extent can you do: Use a variety of assessment strategies
In your teaching, to what extent can you do: Provide an alternative explanation for example when students are confused
In your teaching, to what extent can you do: Implement alternative instructional strategies in my classroom
How often: Exchange teaching materials with colleagues
How often: Engage in discussions about the learning development of specific students
How often: Work with other teachers [...] to ensure common standards in evaluations for assessing student progress
How often: Attend team conferences
School's instruction hindered by: A lack of teaching staff.
School's instruction hindered by: Inadequate or poorly qualified teaching staff.
School's instruction hindered by: A lack of assisting staff.
School's instruction hindered by: Inadequate or poorly qualified assisting staff.
School's instruction hindered by: A lack of educational material [...]
School's instruction hindered by: Inadequate or poor quality educational material [...]
School's instruction hindered by: A lack of physical infrastructure [...]
School's instruction hindered by: Inadequate or poor quality physical infrastructure [...]
This school year, how often used for teaching: Tutorial software or practice programmes
This school year, how often used for teaching: Digital learning games
This school year, how often used for teaching: Word-processors or presentation software [...]
This school year, how often used for teaching: Spreadsheets (e.g. <Microsoft Excel>)
This school year, how often used for teaching: Multimedia production tools [...]
This school year, how often used for teaching: Concept mapping software (e.g. <Inspiration>, <Webspiration>)
This school year, how often used for teaching: Data logging and monitoring tools
This school year, how often used for teaching: Simulations and modelling software
This school year, how often used for teaching: Social media (e.g. <Facebook>, <Twitter>)
This school year, how often used for teaching: Communication software (e.g. email, blogs)
This school year, how often used for teaching: Computer-based information resources [...]
This school year, how often used for teaching: Interactive digital learning resources (e.g. learning objects)
This school year, how often used for teaching: Graphing or drawing software
This school year, how often used for teaching: E-portfolios
Assessing student learning, how often: I develop and administer my own assessment.
Assessing student learning, how often: I administer a <standardised test>.
Assessing student learning, how often: I have individual students answer questions in front of the class.
Assessing student learning, how often: Provide written feedback on student work in addition to a <mark [...]>.
Assessing student learning, how often: I let students judge their own progress.
Assessing student learning, how often: I observe students when working [...] and provide immediate feedback.
Assessing student learning, how often: I collect data from classroom assignments or home work.
How often in your lessons: I tell students how they are performing in my course.
How often in your lessons: I give students feedback on their strengths in my course.
How often in your lessons: I tell students in which areas they can still improve.
How often in your lessons: I tell students how they can improve their performance.
How often in your lessons: I advise students on how to reach their learning goals.
Teach in multicultural environments: I can cope with the challenges of a multicultural classroom.
Teach in multicultural environments: I can adapt my teaching to the cultural diversity of students.
Teach in multicultural environments: I can take care that students with and without migrant background work together.
Teach in multicultural environments: I can raise awareness for cultural differences amongst the students.
Teach in multicultural environments: I can contribute to reducing ethnic stereotypes between the students.
Opinion shared by teachers: It is important for students to learn that people from other cultures can have [...]
Opinion shared by teachers: Respecting other cultures is something that students should learn as early as possible.
Opinion shared by teachers: In the classroom, it is important that students of different origins recognize the [...]
Opinion shared by teachers: When there are conflicts between students of different origins, they should be [...]
Agree: Immigrant children should have the same opportunities for education that other children in the country have.
Agree: Immigrants who live in a country for several years should have the opportunity to vote in elections.
Agree: Immigrants should have the opportunity to continue their own customs and lifestyle.
Agree: Immigrants should have all the same rights that everyone else in the country has.
Proportion of your teacher education dedicated to: <Reading literacy> [...]
Proportion of your teacher education dedicated to: Pedagogy of <reading literacy> [...]
Proportion of your teacher education dedicated to: General pedagogical knowledge [...]
In your formal education and/or training, did you study: <Test language>
In your formal education and/or training, did you study: Pedagogy/teaching <test language>
In your formal education and/or training, did you study: Educational psychology
In your formal education and/or training, did you study: Remedial <test language>
In your formal education and/or training, did you study: Theoretical models and processes of reading
In your formal education and/or training, did you study: Special education
In your formal education and/or training, did you study: Pedagogy/teaching <test language> as a second [...] language
In your formal education and/or training, did you study: Assessment methods in reading comprehension
During the last 12 months, proportion of professional development dedicated to: <Reading Literacy> [...]
During the last 12 months, proportion of professional development dedicated to: Pedagogy of <reading literacy> [...]
During the last 12 months, proportion of professional development dedicated to: General pedagogical knowledge [...]
How important do you consider teaching the following skills in your lessons? Skills related to reading comprehension
How important do you consider teaching the following skills in your lessons? Skills related to writing
How important do you consider teaching the following skills in your lessons? Skills related to listening comprehension
How important do you consider teaching the following skills in your lessons? Skills related to oral communication
How often in your <test language lessons>: I tailor my teaching to meet the needs of my students.
How often in your <test language lessons>: I provide individual help when a student has difficulties understanding [...]
How often in your <test language lessons>: I change the structure of my lesson on a topic that most students [...]
How often in your <test language lessons>: I provide individual support for advanced students.
How often in your <test language lessons>: I tell students how they are performing in my course.
How often in your <test language lessons>: I give students feedback on their strengths in my course.
How often in your <test language lessons>: I tell students in which areas they can still improve.
How often in your <test language lessons>: I tell students how they can improve their performance.
How often in your <test language lessons>: I advise students on how to reach their learning goals.
How often in your <test language lessons>: Many students don't listen to what I say.
How often in your <test language lessons>: There is noise and disorder.
How often in your <test language lessons>: I have to wait a long time for students to quiet down.
How often in your <test language lessons>: Students cannot work well.
How often in your <test language lessons>: Students don't start working for a long time after the lesson begins.
How often in your <test language lessons>: I set clear goals for the students' learning.
How often in your <test language lessons>: I ask questions to check whether students have understood what was taught.
How often in your <test language lessons>: At the beginning [...], I present a short summary of the previous lesson.
How often in your <test language lessons>: I tell students what they have to learn.
In your <test language lessons>, how often: I encourage students to express their opinion about a text.
In your <test language lessons>, how often: I help students relate the stories they read to their lives.
In your <test language lessons>, how often: I show students how the information in texts builds on what they [...]
In your <test language lessons>, how often: I pose questions that motivate students to participate actively.
How often do you ask students to: Identify the main ideas of what they have read
How often do you ask students to: Explain or support their understanding of what they have read
How often do you ask students to: Draw inferences based on what they have read
How often do you ask students to: Describe the style or structure of the text they have read
How often do you ask students to: Determine the author's perspective or purpose
Within the last month, have digital devices [...] been used in your teaching of <test language lessons>?
During the last month, asked students to use digital devices for: Searching for subject-related information online
During the last month, asked students to use digital devices for: Working on extended projects (e.g. over several weeks)
During the last month, asked students to use digital devices for: Working on short assignments (e.g. within a week)
During the last month, asked students to use digital devices for: Working at their individual pace
During the last month, asked students to use digital devices for: Working on individualised material
During the last month, asked students to use digital devices for: Planning [...] learning activities for themselves
During the last month, asked students to use digital devices for: Submitting homework or classwork
During the last month, asked students to use digital devices for: Practicing or drilling
During the last month, asked students to use digital devices for: Coordinating schoolwork with other students
During the last month, asked students to use digital devices for: Following up on missed lessons or material
During the last month, asked students to use digital devices for: Reading texts electronically instead of paper versions
During the last month, asked students to use digital devices for: Writing a text such as a blog or a wiki
Teacher cooperation: We discuss the achievement requirements for <test language lessons> when setting tests.
Teacher cooperation: We discuss the criteria we use to grade written tests.
Teacher cooperation: We exchange tasks for lessons and homework that cover a range of different levels of difficulty.
Teacher cooperation: I prepare [...] units with my fellow teachers of <test language lessons>.
Teacher cooperation: We discuss ways to teach learning strategies and techniques to our students.
Teacher cooperation: My fellow teachers of <test language lessons> benefit from my specific skills and interests.
Teacher cooperation: We discuss ways to better identify students' individual strengths and weaknesses.
Is there any formal curriculum for <test language lessons> in <national modal grade for 15-year-olds>?
Are parents informed about the availability and content of the <test language lessons> curriculum [...]?
Does your school have special programmes for: Students with special needs
Does your school have special programmes for: Students whose <heritage language> is different from <test language>
Does your school have special programmes for: Students who struggle with reading
I consider students' individual improvement of performance since the beginning of the <semester>.
I consider students' problem solving ability.
I consider students' critical thinking ability.
I consider students' performance in collaborative problem solving activities.
I recognize students' effort even if performance does not improve.
I compare student performance in the current course to that of students from the previous course.
I compare a student's performance to that of other students in the course.
I compare students' performance to written <national or regional performance standards>.
I consider the degree to which the student participates in the class.
grades on non-mandatory, publicly or commercially available
how many full books did you assign to your students in the <national modal grade for 15-year-olds>
Teacher employment time - dichotomous
Originally trained teacher (strict definition): standard teacher training
Originally trained teacher (wide definition): standard, in-service, or work-based teacher training
Overlap between initial education and teaching the modal grade - Reading, writing and literature
Overlap between initial education and teaching the modal grade - Mathematics
Overlap between initial education and teaching the modal grade - Science
Overlap between initial education and teaching the modal grade - Technology
Overlap between initial education and teaching the modal grade - Social Studies
Overlap between initial education and teaching the modal grade - Modern foreign languages
Overlap between initial education and teaching the modal grade - Ancient languages
Overlap between initial education and teaching the modal grade - Arts
Overlap between initial education and teaching the modal grade - Physical education
Overlap between initial education and teaching the modal grade - Religion and-or ethics
Overlap between initial education and teaching the modal grade - Practical and vocational skills
Subject included in initial training: Reading, writing and literature
Subject included in initial training: Mathematics
Subject included in initial training: Science
Subject included in initial training: Technology
Subject included in initial training: Social studies
Subject included in initial training: Modern foreign languages
Subject included in initial training: Ancient languages (e.g. Latin)
Subject included in initial training: Arts
Subject included in initial training: Physical education
Subject included in initial training: Religion and\or ethics
Subject included in initial training: Practical and vocational skills
Teacher's view on staff shortage (WLE)
Teacher's view on educational material shortage (WLE)
Test language teacher collaboration (WLE)
Exchange and co-ordination for teaching (WLE)
Teacher's satisfaction with the current job environment (WLE)
Teacher's satisfaction with teaching profession (WLE)
Teacher's self-efficacy in classroom management (WLE)
Teacher's self-efficacy in maintaining positive relations with students (WLE)
Teacher's self-efficacy in instructional settings (WLE)
Opportunity to learn (OTL) aspects of reading comprehension (WLE)
Teacher's stimulation of reading engagement (WLE)
Teacher's initiation of reading strategies (WLE)
Teacher's use of specific ICT applications (WLE)
Disciplinary climate in test language lessons (WLE)
Direct teacher's instruction (WLE)
Feedback provided by the teachers (WLE)
Student assessment/use (adaption of instruction) (WLE)
Teacher's attitudes towards immigrants (WLE)
Teacher's training on global competence (WLE)
Teachers' multicultural and egalitarian beliefs (WLE)
Teacher's self-efficacy in multicultural environments (WLE)
GRADE NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT