Equity and teacher professionalism

This chapter examines differences in teacher professionalism support within an individual country. The analyses focus on differences between high-needs schools – that is, schools where at least 30% of student body belongs to one of the categories: second-language learners, students with special needs, or students that are socio-economically disadvantaged – as compared to low-needs schools with less than 11% of the student body in one of the three high-needs categories. It explores teacher professionalism support patterns within a given country/economy, providing policy makers with the information necessary to target interventions.