Moosung Lee, Yougmin Mo, Ewan Wright, Warangkana Lin, Jin Won Kim, Mehmet Sukru Bellibas, Ben Faigen, Sedat Gumus, Ji Hoon Ryoo and Paul Tarc
The objective of this study was to decode the International Baccalaureate (IB) teacher professional by identifying the characteristics of IB teachers compared to non-IB teachers, using the Teaching and Learning International Survey (TALIS). TALIS is a large-scale international survey that asks teachers and school leaders about their working conditions and learning environments, providing a barometer of the profession every five years. The researchers used items from the TALIS instrument administered in 2018 to collect data from IB teachers in 2019–2020—comparing their data to non-IB teachers in the same eight jurisdictions (Australia, Canada, China, Denmark, South Korea, Taiwan, Turkey and the United States). The study also involved IB-specific survey questions to gain further insights into IB teachers and IB World Schools. Among some of the findings, compared to TALIS teachers, IB teachers reported higher levels of self-efficacy in multicultural classrooms, and indicated more active engagement in student-centred and constructivist teaching practices. Furthermore, IB teachers expressed more satisfaction with their profession and work environment than TALIS teachers did. Researchers identified these patterns across all eight jurisdictions.