The OECD has released the 2024 Teaching and Learning International Survey (TALIS), offering valuable insights into teachers’ working conditions, professional growth, and job satisfaction worldwide. In Estonia, 3,338 lower secondary teachers (grades 7–9) and 191 school leaders participated.
Key findings for Estonia
High professional satisfaction: 93% of Estonian teachers report being satisfied with their profession, and 87% enjoy working in schools despite concerns about workload and pay.
Strong autonomy: Compared to many countries, Estonian teachers have greater freedom in choosing instructional methods and planning lessons.
Growing diversity in classrooms: Since 2018, student populations have become more linguistically and culturally diverse, including children arriving from Ukraine. Teachers express a need for more training in multilingual and multicultural education.
AI in teaching: Over one-third of teachers have already used AI tools in their teaching. Many want further professional development to increase confidence and reduce workload.
Classroom management: Estonian teachers devote 84.3% of instructional time to teaching and learning, among the highest internationally, with minimal time spent on maintaining order.
Challenges: Workload and stress have increased since 2018. 45.5% of teachers say they plan to leave the profession within five years, citing salary, recognition, and working conditions as key factors.
TALIS survey help policymakers and education leaders understand what works and where support is needed. For Estonia, the findings highlight both strengths—such as teacher autonomy and effective classroom management—and areas requiring attention, including workload, stress, and teacher retention. For Estonia, the results highlight notable strengths — such as teacher autonomy and effective classroom management — as well as key areas requiring attention: workload, stress, and teacher retention.
See more: OECD TALIS 2024 report
