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Abstract
Abstract. This article analyzes the results of the TALIS 2024 study within the context of Uzbekistan’s lower secondary education system, providing a comprehensive examination of teacher demographics, professional activities, development, well-being, and levels of job satisfaction. The findings indicate that teachers in Uzbekistan are relatively young, with a higher proportion of early-career educators compared to the OECD average. This highlights the need for effective mentoring and professional development programs. An analysis of gender composition shows a gradual increase in the proportion of male teachers, suggesting a slow restoration of gender balance in the teaching profession. Survey results reveal strong collaboration among teachers, positive relationships with students, parents, and school leaders, and active participation in professional development processes. The level of use of artificial intelligence and digital technologies exceeds the OECD average, reflecting openness to pedagogical innovation. In addition, mentoring and induction systems are well established, supporting novice teachers and contributing to the improvement of education quality.
References
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