Table 3.

Descriptive statistics of TALIS indices used in the study.

Construct	Item (TALIS Index)	Mean (SD)				Construct	Item (TALIS Index)	Mean (SD)
		USA	KOR	ENG	MEX			USA	KOR	ENG	MEX
Teacher professional engagement	The advantages of being a teacher clearly outweigh the disadvantages (TT2G46A)	2.5 (0.72)	3.05 (0.63)	3.11 (0.74)	3.05 (0.83)	School violence	Vandalism and theft (TC2G32D)	2.24 (0.64)	2.15 (0.62)	2.04 (0.41)	2.22 (1.04)
	If I could decide again, I would still choose to work as a teacher (TT2G46B)	3.18 (0.78)	2.77 (0.82)	3.06 (0.81)	3.59 (0.61)		Intimidation or verbal abuse among students (or other forms of non-physical bullying) (TC2G32E)	2.95 (0.89)	2.4 (0.73)	2.5 (0.87)	2.76 (1.17)
	I regret that I decided to become a teacher (TT2G46D)	1.54 (0.65)	1.98 (0.73)	1.60 (0.71)	1.23 (0.56)		Physical injury caused by violence among students (TC2G32F)	2 (0.54)	2.11 (0.61)	1.99 (0.49)	2.21 (0.91)
	I wonder whether it would have been better to choose another profession (TT2G46F)	2.09 (0.92)	2.3 (0.80)	2.12 (0.90)	1.59 (0.77)		Intimidation or verbal abuse of teachers or staff (TC2G32G)	1.99 (0.80)	1.5 (0.54)	2.08 (0.74)	1.71 (0.75)
Efficacy in classroom management	To what extend can you control disruptive behavior in the classroom (TT2G34D)	3.37 (0.77)	2.96 (0.69)	3.39 (0.69)	3.27 (0.67)	Efficacy in student engagement	To what extend can you get students to believe they can do well in school work (TT2G34A)	3.26 (0.77)	3 (0.66)	3.5 (0.63)	3.31 (0.67)
	To what extend can you make my expectations about student behavior clear (TT2G34F)	3.61 (0.64)	2.84 (0.66)	3.67 (0.55)	3.24 (0.67)		To what extend can you help my students value learning (TT2G34B)	3.15 (0.88)	3.01 (0.67)	3.34 (0.7)	3.35 (0.69)
	To what extend can you get students to follow classroom rules (TT2G34H)	3.41 (0.75)	3.01 (0.66)	3.50 (0.62)	3.24 (0.67)		To what extend can you motivate students who show low interest in school work (TT2G34E)	2.88 (0.85)	2.70 (0.71)	3.05 (0.74)	3.04 (0.84)
	To what extend can you calm a student who is disruptive or noisy (TT2G4I)	3.24 (0.81)	2.91 (0.70)	3.29 (0.71)	3.1 (0.73)		To what extend can you help students think critically (TT2G34G)	3.18 (0.76)	2.74 (0.69)	3.14 (0.7)	3.31 (0.67)
Efficacy in instruction	To what extend can you craft good questions for my students (TT2G34C)	3.32 (0.75)	2.961 (0.65)	3.39 (0.66)	3.22 (0.67)	Teacher-student relationship	Teachers get along well with each other (TT2G45A)	3.19 (0.60)	3.14 (0.49)	3.37 (0.55)	3.09 (0.65)
	To what extend can you use a variety of assessment strategies (TT2G34J)	3.27 (0.80)	2.78 (0.67)	3.38 (0.64)	3.15 (0.7)		Most teachers in this school believe that the students' well-being is important (TT2G45B)	3.50 (0.58)	3.11 (0.54)	3.37 (0.55)	3.34 (0.64)
	To what extend can you provide an alternative explanation (TT2G34K)	3.53 (0.71)	3.05 (0.65)	3.6 (0.55)	3.46 (0.58)		Most teachers in this school are interested in what students have to say (TT2G45C)	3.26 (0.65)	3.10 (0.51)	3.37 (0.55)	3 (0.69)
	To what extend can you implement alternative instructional strategies (TT2G34L)	3.28 (0.82)	2.73 (0.70)	3.23 (0.71)	3.24 (0.68)		If a student from this school needs extra assistance, the school provides it (TT2G45D)	3.34 (0.68)	2.86 (0.65)	3.45 (0.58)	2.81 (0.83)
Participation among stakeholders	Staff active participate in school decisions (TT2G44A)	2.67 (0.81)	2.62 (0.73)	2.54 (0.78)	2.47 (0.92)	Participation among stakeholders	A culture of shared responsibility (TT2G44D)	2.67 (0.84)	2.72 (0.65)	2.66 (0.73)	2.79 (0.84)
	parents active participate in school decisions (TT2G44B)	2.77 (0.76)	2.87 (0.59)	2.72 (0.65)	2.64 (0.82)		collaborative culture by mutual support (TT2G44E)	2.73 (0.84)	2.76 (0.67)	2.69 (0.77)	2.67 (0.86)
	Students active participate in school decisions (TT2G44C)	2.55 (0.85)	2.69 (0.66)	2.85 (0.63)	2.35 (0.83)