OSPI is required per RCW 28A.300.615 to collect the following five pieces of information about substitute teachers who were hired at each district regardless of duration or frequency of employment per school year. The number of substitute teachers hired per school year; The number of hours worked by each substitute teacher; The number of substitute teachers that received benefits under the school employees' benefits board; The full daily compensation rate per substitute teacher; and The reason for hiring the substitute teacher. The following data displays summarize at the state, ESD, district, and local levels. They also include substitute teachers' demographics, years of teaching experience, and geographic location. These data will be used to better understand districts’ hiring and compensation for long-term and short-term staffing needs. It can also be used to analyze support and resource needs for effective hiring, support, development, and retention of substitute teachers. Important notes about this data display: These data were provided by districts from the previous school year Substitute teachers may work in more than one district and for more than one reason. Substitute teachers are counted once per district, per reason for hire. Not all districts have substitute teachers Not all districts responded to OSPI's request to fulfill the data collection

The Educator Sexual Misconduct Database identifies a sample of criminal cases related to educator sexual misconduct (regardless of the specific criminal statute the defendant was ultimately charged under). The sample of cases all involve a defendant who was connected to the victim through their roles as an educator or school staff member, and who are alleged to have had physical sexual contact with a minor. This database provides a sample of criminal cases specific to educator sexual misconduct even if the defendant's custodial relationship to the minor is not specifically referenced in any of the criminal charges. The sample was identified through news media coverage of criminal proceedings based on a content analysis of newspaper archives and court records available in the LexisNexis news. Cases include convictions ranging from improper relationship between educator and student, to contributing to the delinquency of a minor.

The Portal Project Teaching Database is a simplified version of the Portal Project Database designed for teaching. It provides a real world example of life-history, population, and ecological data, with sufficient complexity to teach many aspects of data analysis and management, but with many complexities removed to allow students to focus on the core ideas and skills being taught. The database is currently available in csv, json, and sqlite. This database is not designed for research as it intentionally removes some of the real-world complexities. The original database is published at Ecological Archives(http://esapubs.org/archive/ecol/E090/118/) and this version of the database should be used for research purposes. The Python code used for converting the original database to this teach version is included as 'create_portal_teach_dataset.py'. Suggested changes or additions to this dataset can be requested or contributed in the project GitHub repository(https://github.com/weecology/portal-teachingdb).

2017 NYC School Survey teacher data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

Nepal Number of Teacher data was reported at 292,666.000 Person in 2016. This records an increase from the previous number of 283,211.000 Person for 2015. Nepal Number of Teacher data is updated yearly, averaging 119,778.000 Person from Jul 1975 (Median) to 2016, with 42 observations. The data reached an all-time high of 292,666.000 Person in 2016 and a record low of 28,821.000 Person in 1975. Nepal Number of Teacher data remains active status in CEIC and is reported by Ministry of Finance. The data is categorized under Global Database’s Nepal – Table NP.G020: Education Statistics.

The National Center for Teacher Effectiveness Main Study (NCTE) encompasses three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. Data were collected from classroom observations, student assessments, and teacher surveys. Teacher background information includes number of years of experience, education, race, and gender. Student respondent demographic and household information includes race, gender, household makeup, free and reduced lunch status, English proficiency, number of books in the household, and number of rooms in the home.

This is code for replicating results in the paper "The Long-Run Impacts of Same-Race Teachers." The abstract for the paper is below.We examine the long-run impacts of exposure to a Black elementary school teacher for both Black and white students. Data from the Tennessee STAR class-size experiment show that Black students randomly assigned to at least one Black teacher in grades K-3 are 9 percentage points (13%) more likely to graduate from high school and 6 percentage points (19%) more likely to enroll in college than their Black schoolmates who are not. However, we find no statistically significant long-run effects on white students' long-run outcomes. Enrollment results are driven by enrollments in two-year colleges and concentrated among disadvantaged males. Neither pattern is evident in short-run analyses of test scores, underscoring the importance of examining long-run effects. Quasi-experimental methods applied to rich North Carolina administrative data produce generally similar findings. These effects do not appear to be driven by within-school racial differences in teacher effectiveness. While we cannot definitively identify the mechanisms at work, heterogeneity analyses provide suggestive evidence of larger effects in counties with higher unemployment rates and when Black teachers are the same sex as their students, both of which are consistent with role model effects being one of the multiple channels through which these effects likely operate.

A dynamic repository featuring over 1,500 fictional teachers from more than 700 films and television programs. It is continually updated with comprehensive profiles of the teachers, school contexts, and text metadata.

The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. In 2014, 5 NASA surveys were carried out. One line in SPSS Statistics from the 2014 National Survey of Student Achievement coincides with the achievements or questionnaire answers of one particular student or a teacher. The information provided in databases is impersonal - a student or a teacher is identified based on code, without providing the class or school’s name. Each school that has participated in the 2014 National Survey of Student Achievement received a unique five-number school code. The code used for identifying the schools of both grade 4 and grade 8 students and teachers consists of a school code and the numbers identifying a class and a student. The class code in the student’s database coincides with the code in the teacher’s database. To connect these databases, the variable named “ID_klase” would have to be used as an identifier. This dataset contains data from a survey of primary school the 4th grade teachers. All the provided questionnaire answers from teachers appear in teacher databases from the 2014 National Survey of Student Achievement. The same questionnaire was given to all the teachers. The teacher questionnaire consisted of general questions (to analyse the educational context), as well as personal questions or questions about the objective field. Dataset "NSSA 2014: 4th Grade Teachers Study, 2014" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).

2015 NYC School Survey teacher data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

Version 2.1: Typo removed

The Database of Teacher Records is a byproduct of the administration of the Teachers' Pension Scheme. The provision of data to the scheme is a statutory requirement. It includes teachers and lecturers within educational establishments across England and Wales that are recognised as employers of staff who are within the Teachers Pension Scheme e.g. Local Authorities, Academies, Further Education, Higher Education Establishments, and accepted Independent Schools and Function Providers. Information about service and salary at individual member level is collected from scheme employers. The information is used to inform pension benefit calculations, scheme budget forecasting and valuations, and production of benefit statements. The data collection takes place regularly throughout the year by an external contractor who delivers the scheme administration services on behalf of the Department.

The Teachers’ Pension Scheme Annual Return is a statutory information collection required for the purpose of pension scheme administration. The coverage of the collection is teachers and lecturers within establishments across England and Wales that are recognised as employers of the Teachers' Pension Scheme e.g. Local Authorities, Academies, Further Education, Higher Education Establishments, and accepted Independent Schools and Function Providers. Information is collected on the number of individuals in receipt of a pension including the value and type of award made by the Teachers' Pension Scheme.

Vietnam Grade School: Teacher data was reported at 853.000 Person th in 2017. This records a decrease from the previous number of 858.800 Person th for 2016. Vietnam Grade School: Teacher data is updated yearly, averaging 771.015 Person th from Sep 1991 (Median) to 2017, with 27 observations. The data reached an all-time high of 861.300 Person th in 2015 and a record low of 423.700 Person th in 1991. Vietnam Grade School: Teacher data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

Primary education, teachers in Germany was reported at 264984 in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Germany - Primary education, teachers - actual values, historical data, forecasts and projections were sourced from the World Bank on August of 2025.

Vietnam Kindergarten: Teacher data was reported at 266.300 Person th in 2017. This records an increase from the previous number of 250.800 Person th for 2016. Vietnam Kindergarten: Teacher data is updated yearly, averaging 109.750 Person th from Sep 1990 (Median) to 2017, with 28 observations. The data reached an all-time high of 266.300 Person th in 2017 and a record low of 65.400 Person th in 1990. Vietnam Kindergarten: Teacher data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

We examine the persistence of teachers' gender biases by following teachers over time in different classes. Wend a very high correlation of gender biases for teachers across their classes. Based on out-of-sample measures of these biases, we estimate the substantial effects of these biases on students' performance in university admission exams, choice of university eld of study, and quality of the enrolled program. The effects on university choice outcomes are larger for girls, explaining some gender differences in STEM majors. Part of these effects, which are more prevalent among less effective teachers, are mediated by changing school attendance.---These are the data that produce the results found in the related paper.

This dashboard displays state and district level educator data by race and ethnicity. It was created to support the Massachusetts Department of Elementary and Secondary Education's commitment to provide all students with a racially diverse and culturally responsive educator workforce.

The Employed Educators Report provides the most recent three years of data for educators employed in Massachusetts public schools. Total educators, new hires, retention, experienced educators, and in-field data are displayed by job classification.

This dashboard contains the same data that is also published in the following datasets in the E2C Hub: Educator Dashboard: MTEL Educator Dashboard: Licensure Educator Dashboard: Educator Preparation Educator Dashboard: Teacher Indicators Educator Dashboard: Total Educators, Retention, and New Hires

Georgia GE: Pupil-Teacher Ratio: Primary data was reported at 8.826 % in 2016. This records a decrease from the previous number of 9.017 % for 2015. Georgia GE: Pupil-Teacher Ratio: Primary data is updated yearly, averaging 16.157 % from Dec 1981 (Median) to 2016, with 21 observations. The data reached an all-time high of 19.021 % in 1981 and a record low of 8.680 % in 2008. Georgia GE: Pupil-Teacher Ratio: Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Georgia – Table GE.World Bank: Education Statistics. Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. In 2012, 5 NASA surveys were carried out. One line in SPSS Statistics from the 2012 National Survey of Student Achievement coincides with the achievements or questionnaire answers of one particular student or a teacher. The information provided in databases is impersonal - a student or a teacher is identified based on code, without providing the class or school’s name. Each school that has participated in the 2012 National Survey of Student Achievement received a unique five-number school code. The code used for identifying the schools of both grade 4 and grade 8 students and teachers consists of a school code and the numbers identifying a class and a student. The class code in the student’s database coincides with the code in the teacher’s database. To connect these databases, the variable named “ID_klase” would have to be used as an identifier. This dataset contains data from a survey of 8th grade teachers of the mathematics study. All the provided questionnaire answers from teachers appear in teacher databases from the 2012 National Survey of Student Achievement. The same questionnaire was given to all the teachers. The teacher questionnaire consisted of general questions (to analyse the educational context), as well as personal questions or questions about the objective field. Dataset "NSSA 2012: 8th Grade Teachers of the Mathematics Study, 2012" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).