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How do societal and cultural perceptions of teachers influence their professional identity and development in different countries? Choose the statement that best matches the summary table comparing Malaysia, UK/France/USA, and Japan/Venezuela/Pakistan.

• Countries where teachers have higher professional status show strong professional identity and emphasis on lifelong learning.

• Countries with lower teacher status have the most freedom to adapt teaching and strong professional identity.

• Countries with moderate status have weak or absent codes of ethics and rare research roles.

• Countries with high status have limited opportunities for professional development and heavily controlled autonomy.

In what ways does the metaphor of teachers as ‘artists’ affect beliefs about teacher training and professional development? Choose the statement that fits the summary table.

• It supports high autonomy with freedom to adapt teaching and encourages lifelong learning.

• It leads to low, heavily controlled teaching and limited opportunities for development.

• It requires centralised control and structured CPD with limited freedom to adapt.

• It makes codes of ethics weak or absent and reduces professional identity.

What are the implications of viewing teachers as ‘workers’ versus ‘professionals’ for autonomy, status, and motivation? Select the statement most consistent with the summary table.

• Viewing teachers as workers is linked to low, heavily controlled autonomy and lower status; viewing teachers as professionals is linked to high autonomy and strong professional identity.

• Viewing teachers as workers increases freedom to adapt teaching and strengthens professional identity.

• Viewing teachers as professionals removes codes of ethics and limits development opportunities.

• Viewing teachers as workers creates emphasis on lifelong learning and established research roles.

How does teacher autonomy—both individual and collective—shape the professionalization and effectiveness of teaching? Choose the statement that matches the summary table.

• High autonomy, with freedom to adapt teaching, supports professionalization and effectiveness.

• Low, heavily controlled autonomy improves effectiveness by limiting adaptation.

• Moderate, centralised control always produces stronger professional identity than high autonomy.

• Autonomy has no connection to professionalization or effectiveness.

What challenges arise from the lack of a unified code of ethics in teaching, and how might establishing one improve the profession’s status? Choose the best statement based on the summary table.

• Weak or absent codes of ethics can lower the profession’s status; well-developed and enforced codes can improve status.

• Weak codes of ethics increase freedom to adapt teaching and raise professional identity.

• Establishing a code of ethics reduces opportunities for professional development.

• A unified code of ethics makes research roles rare.

How can the role of teachers as researchers contribute to their professional growth and the improvement of educational practices? Choose the statement that aligns with the summary table.

• When the role is established and encouraged, it supports professional growth and improves practices.

• When the role is rare, it greatly increases development opportunities.

• Research roles always limit autonomy and reduce professional identity.

• Having no research role leads to emphasis on lifelong learning.