Jelena Veletić

• Veletić, Jelena; Jacobsen, Hilde Marie Madsø & Selling, Alexander Jonas Viktor (2026). Norske læreres intensjoner om å bli i yrket: et nordisk perspektiv på betydningen av jobbtilfredshet. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 51–79. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16026. Full text in Research Archive Show summary

  Dette kapittelet undersøker norske læ reres intensjoner om å bli i yrket, med sæ rlig vekt på hvordan ulike dimensjoner av jobbtilfredshet henger sammen med disse intensjonene på tvers av aldersgrupper. Med data fra TALIS 2018 og 2024 analyserer vi endringer i forventet yrkeskarriere i tre aldersgrupper og sammenligner norske læ rere med kolleger i de øvrige nordiske landene. Resultatene viser at norske læ rere i 2024 ser for seg en kortere karriere i læ reryrket enn de gjorde i 2018, og at nedgangen er klart størst blant læ rere under 29 år. Denne utviklingen er tydeligere blant unge læ rere i Norge enn i de andre nordiske landene. Norske læ rere rapporterer også lavere tilfredshet med eget yrke, og de opplever at yrket er mindre verdsatt av samfunnet enn det nordiske gjennomsnittet tilsier. Tilfredshet med skolen og lønn ligger derimot rundt eller noe over det nordiske nivået. Regresjonsanalysene i kapittelet indikerer at det sæ rlig er tilfredshet med skolen, yrket og hvordan læ rerprofesjonen blir verdsatt i samfunnet som kan knyttes til ønsket om å bli i yrket, spesielt blant læ rere tidlig i karrieren. Tilfredshet med lønn ser derimot ikke ut til å væ re assosiert med læ reres intensjoner om å bli i yrket.

• White, Mark Christopher; Veletić, Jelena & Bjørnsson, Julius Kristjan (2026). Økt heterogenitet i klasserommet og sammenhenger med undervisning, tidsbruk og lærerens opplevd stress: TALIS 2018–2024 i Norge. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 17–50. doi: https:/cdforskning.no/cdf/catalog/book/306#chapters. Full text in Research Archive Show summary

  Norske klasserom har de siste årene blitt mer heterogene. Sammensetningen av elevgrupper er kjent for å påvirke sentrale sider ved læreres arbeid, blant annet undervisningspraksis, tidsbruk og opplevd stress. I dette kapittelet undersøker vi hvordan klassesammensetningen henger sammen med disse aspektene ved læreres arbeid, basert på norske data fra TALIS 2018 og 2024. Vi bruker kanonisk korrelasjonsanalyse for å gi en bred oversikt over sammenhenger mellom ulike sider ved klassesammensetningen og læ rerstress, undervisningspraksis og tidsbruk. Deretter bruker vi grafiske fremstillinger og regresjonsanalyser for å gå dypere inn i utvalgte sammenhenger. Analysene viser at kjennetegn ved klasser har relativt få og gjennomgående svake sammenhenger med læ rerstress, undervisningspraksis og tidsbruk. Den tydeligste sammenhengen finner vi mellom andelen elever med atferdsvansker og faglige utfordringer og læ reres rapporterte utfordringer med klasseledelse og stress knyttet til elevatferd. Funnene tyder på at klassesammensetning har betydning på enkelte områder, men at den samlede betydningen for læreres arbeid er begrenset.

• Veletić, Jelena; Steinmann, Isa & Nilsen, Trude (2026). Teacher job satisfaction: International stability over 16 years and associations with school climate changes. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 181. doi: 10.1016/j.tate.2026.105670. Full text in Research Archive Show summary

  In response to growing international attention to teacher retention and workforce sustainability, organizations such as UNESCO have identified teacher shortages as a major policy issue, with declining job satisfaction as a potential contributing factor. Using data from TALIS cycles 2008‒2024, this study investigates (1) if average teacher job satisfaction has changed internationally over the past 16 years, and (2) if teacher job satisfaction changes are associated with changes in school climate at the country level. Such associations with school environmental factors could help explain changes in job satisfaction. Utilizing country-fixed effects regression, the analyses account for time-invariant between-country differences and isolate international and country-specific trends. The results indicate that internationally, teacher job satisfaction increased between 2008 and 2013 and remained relatively stable thereafter. Improvements in certain aspects of school climate, especially relationships between students and teachers, are associated with increasing teacher job satisfaction at the country level.

• Lehre, Anne- Catherine W G; Veletić, Jelena & Kaarstein, Hege (2026). Environmental values as predictors of environmentally responsible behaviors: insights from Norwegian TIMSS 2023 results. Large-scale Assessments in Education. 14. doi: 10.1186/s40536-026-00301-1. Full text in Research Archive Show summary

  Understanding students’ environmental values and behaviors is important for fostering sustainable practices through education. In this study, we investigated the measurement properties and structural relationships of the Students Value Environmental Preservation and Environmentally Responsible Behaviors scales from Trends in International Mathematics and Science Study (TIMSS) 2023 within the Norwegian context, using data from students in Grades 5 and 9. Confirmatory factor analysis (CFA) supported the hypothesized factor structure of both scales, indicating good reliability and validity. Multigroup CFA established partial measurement invariance across genders and showed that girls score significantly higher on environmental values and environmentally responsible behaviors than boys, with the gender gap more pronounced in Grade 9. In a series of structural equation models, we demonstrated that environmental values are a strong, consistent predictor of environmentally responsible behaviors across grades and gender. In contrast, science achievement showed weak or negative associations with responsible behaviors, particularly for Grade 9 boys, suggesting that academic success in science does not necessarily translate into pro-environmental behaviors. These findings highlight the importance of cultivating environmental values as a foundation for responsible behaviors and underscore the need for gender-responsive science education that connects values with real-world applications.

• Veletić, Jelena; Nilsen, Trude & Steinmann, Isa (2026). Limitations to teaching relate to teaching quality but not to teacher job satisfaction in Norway. Frontiers in Education. 11. doi: 10.3389/feduc.2026.1720576. Full text in Research Archive Show summary

  Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 2019 Grade 9 student questionnaire, we assess three dimensions of teaching quality based on the three basic dimensions (TBD) framework. Results show that more frequent limitations to teaching are linked to lower student-reported quality. We find that more satisfied teachers deliver clearer instruction and achieve better classroom management. However, we find no evidence that limitations to teaching are associated with lower job satisfaction, nor that job satisfaction mediates the relationship between limitations and teaching quality. We discuss implications for teacher education and educational policymaking.

• Bellibaş, Mehmet Şükrü; Veletic, Jelena; Eryılmaz, Nurullah & Polatcan, Mahmut (2026). Addressing the gap in creative pedagogies among teachers through instructional leadership: A meta-analysis of countries in PISA 2022. Educational Management Administration & Leadership. ISSN 1741-1432. p. 1–23. doi: 10.1177/17411432261422532. Full text in Research Archive Show summary

  The within-school gap in teaching has long been a primary focus of policymakers, researchers, and practitioners working to ensure equitable student outcomes. However, limited empirical research has examined the factors that can address this gap. This study examined the role of instructional school leadership in explaining variation in within-school creative pedagogies, controlling for various school-level contextual and teacher-related variables. The data come from 17 countries that participated in the 2022 PISA program. The analysis followed three steps. First, variables related to school and teachers were included in the regression. Then, instructional leadership was included in the analysis to examine its association with within-school variation in teachers’ use of creative pedagogies. The regression coefficients from each country were then combined in a meta-analysis to estimate the country-level effects. Across 17 countries, instructional leadership was generally associated with lower within-school variation in teaching quality, though this relationship was statistically significant in only three countries. These results point to a modest but potentially meaningful role for instructional leadership in reducing the gap among teachers in their creativity-oriented teaching practices and, in turn, promoting greater equity in student learning.

• White, Mark Christopher; Selling, Alexander Jonas Viktor; Pettersen, Andreas & Veletic, Jelena (2025). Læreplan og faglig innhold i matematikk på 5. trinn i Norge. In Kaarstein, Hege & Lehre, Anne- Catherine W G (Ed.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen. Cappelen Damm Forskning. ISSN 9788202869137. p. 169–196. Full text in Research Archive Show summary

  Hva elevene lærer på skolen, avhenger i stor grad av hva læreren underviser i. For å få en bedre forståelse av sammenhengen mellom undervisning og elevenes læring, er det derfor viktig å utforske både det faglige innholdet i læreplanen og hva som faktisk blir undervist i klasserommet. I dette kapittelet ser vi på det faglige innholdet i matematikkundervisning fra 1. til 5. trinn i både TIMSS 2019 og TIMSS 2023, for å få innsikt i hvilke emner norske lærere rapporterer at de underviser i. Vi undersøker også endringer i innholdet i matematikkundervisning fra 2019 til 2023, noe som er interessant med tanke på innføringen av læreplanverket LK20 i 2020. Vi finner at emnene som ble undervist til både norske og nordiske elever var stort sett like i 2019, selv om det var stor variasjon innenfor landene. Norge skilte seg imidlertid ut i 2023 ved at norske elever blir undervist i færre emner både i inneværende skoleår og i skoleløpet opptil 5. trinn. Denne endringen er mest tydelig innenfor hovedemnene geometri og måling og statistikk, som blir introdusert etter 5. trinn i den nye nasjonale læreplanen. Denne endringen er mindre tydelig innenfor hovedemnet tall, som utgjør hoveddelen av den nasjonale læreplanen før 5. klasse. Implikasjonene av disse endringene blir diskutert videre i kapittelet

• Veletic, Jelena; Radišić, Jelena & Jacobsen, Hilde Marie Madsø (2025). Skolens og rektors betydning for elevenes prestasjoner i matematikk og naturfag. In Kaarstein, Hege & Lehre, Anne- Catherine W G (Ed.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen. Cappelen Damm Forskning. ISSN 9788202869137. p. 79–104. Full text in Research Archive Show summary

  I dette kapittelet undersøker vi sammenhengen mellom kjennetegn ved rektorer, skolemiljø og elevenes prestasjoner i matematikk og naturfag på 9. trinn, med særlig vekt på faktorer på skolenivå. Ved bruk av to-nivåanalyse viser resultatene at omtrent 8–9 prosent av variasjonen i elevenes prestasjoner kan forklares ved forskjeller mellom skolene, noe som understreker betydningen av skolekonteksten på den enkelte skole. På skolenivå ble det funnet en positiv sammenheng mellom rektorenes erfaring og utdanningsnivå (det å ha en mastergrad i utdanningsledelse) og høyere elevprestasjoner. Studien viste imidlertid begrenset støtte for at læringsfokus (school emphasis on academic success) hadde sterk sammenheng med elevenes prestasjoner. Hvor ofte man snakker norsk hjemme og det gjennomsnittlige nivået på læringsressurser hjemmefra var i vår studie ikke signifikant assosiert med forskjeller i prestasjoner mellom skolene når vi kontrollerte for de samme faktorene på elevnivå. Funnene tyder på at selv om hjemme-konteksten er avgjørende for den enkelte elev, har likevel faktorer på skolenivå – spesielt kvalifiserte og erfarne skoleledere – stor betydning for skolens prestasjoner. Resultatene understreker behovet for kvalifiserte og erfarne skoleledere som kan skape et skolemiljø som støtter elevenes læring og utvikling

• Veletic, Jelena & Scherer, Ronny (2025). The Nordic perspective on the association between distributed leadership and teacher job satisfaction: A multilevel SEM approach. International Journal of Educational Research. ISSN 0883-0355. 130. doi: 10.1016/j.ijer.2025.102559. Full text in Research Archive Show summary

  In this study, we address the lack of robust empirical evidence on the association between distributed leadership and teacher job satisfaction with the work environment in the Nordic countries by examining this relationship at the teacher and school levels, for both teachers and principals. We also explore how teachers’ shared perceptions of distributed leadership are associated with individual job satisfaction (i.e., contextual effects), surpassing the limitations of the single-level analyses. Using data from 11,788 teachers in 654 schools who participated in the Teaching and Learning International Survey (TALIS) 2018 in Denmark, Finland, Norway, and Sweden, we found a strong positive association between teacher job satisfaction with the work environment and teacher-reported distributed leadership at the school level, and a moderately strong association at the teacher level. In contrast, we found a negative contextual effect which suggested that stronger distributed leadership at the school level was associated with lower satisfaction of individual teacher in Norway and Finland. Additionally, principal-reported distributed leadership was weakly, positively associated with teacher job satisfaction with the work environment only in Sweden. This study shows mixed results: at the teacher level, stronger distributed leadership has potential to enhance job satisfaction, while at the school level, it can be linked to lower individual teacher satisfaction as shown in Norway and Finland. Our study further highlights the distinction between teacher- and principal-reported distributed leadership, as well as individual- and shared-teacher perceptions, and their potential differential effects on job satisfaction.

• Veletic, Jelena; Mejía-Rodríguez, Ana María & Olsen, Rolf Vegar (2024). A systematic literature review of TALIS secondary research: Trends and future directions. Review of Education. 12(1). doi: 10.1002/rev3.3469. Full text in Research Archive Show summary

  Abstract The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.

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