This article explores the link between the OECD TALIS 2013 survey’s framework for defining the ideal teacher and national educational goals by focusing on the teacher self-efficacy items, using cross-country comparisons. Surprisingly, cross-country analysis of the TALIS 2013 data combined with World Value Survey data about Desired Child Qualities demonstrates that the OECD TALIS teacher self-efficacy items are aligned with traditional collectivist educational goals. Thus, the findings indicate that the ideal teacher characteristics embodied in the OECD TALIS 2013 teacher self-efficacy items favour countries that prioritize socialization and culturalization. The implications for theory and practice are discussed herein.

本文探讨了OECD TALIS 2013调查的定义理想教师的框架与国家教育目标之间的联系，方法是使用跨国比较，重点关注教师的自我效能感项目。出乎意料的是，对TALIS 2013数据的跨国分析与有关所需儿童素质的世界价值调查数据相结合，表明OECD TALIS教师的自我效能感项目与传统的集体主义教育目标保持一致。因此，调查结果表明，经合组织《 TALIS 2013》教师自我效能感项目中体现的理想教师特征偏向于优先考虑社会化和文化化的国家。本文讨论了理论和实践的含义。