For the first time, Greece participates in the Teaching and Learning International Survey (TALIS) of the Organization for Economic Cooperation and Development (OECD).

This is a major international survey that documents how schools work, how students experience their daily lives, and how teachers teach in more than 60 countries around the world.

The survey will take place from February 9 to March 9, 2026, and will involve 246 public and private high schools from across the country. The schools were selected by random sampling so that the sample is representative and the results reliably reflect the daily reality of Greek schools.

In the TALIS survey, teachers and principals share their experiences of school and classroom functioning and highlight how daily life in school is evolving. Through these experiences, it shows what works well, what difficulties they face, and how their educational practices affect learning. Each response captures the reality of the school and provides valuable knowledge for improving education.

Teacher involvement is essential. Their experience is transformed into knowledge that feeds back into the schools themselves, into teaching and supporting students. In this way, their voice becomes collective, is heard internationally, and contributes to the formulation of policies that respect the everyday life of the classroom.

The Institute for Educational Policy (IEP) has coordinated the research, with absolute assurance of anonymity and protection of personal data. TALIS does not evaluate individuals or schools, and the results are not made public at the individual level. Data is collected anonymously and used to design policies that improve the school environment, enhance collaboration, and support teachers’ professional development.

Minister of Education, Religious Affairs and Sports, Sofia Zacharaki, said: “Greece’s participation in the TALIS survey is an important moment for our schools. It allows us to hear the voice of teachers and principals in an organised way, to record the real conditions in which they work, and to support their work with policies based on their knowledge and experience.

The research documents experiences, practices, and needs. It uses anonymous data to support the school and the teacher. And through this data, we are allowed to improve teaching, strengthen the school environment, and enhance the education of our children.

We invest in knowledge, collaboration, and trust. With respect for the teacher and the school community, we formulate policies that respond to the realities of the classroom and the needs of the school.”