Abstract
Teacher sustainability is primarily about educators, who seek to create an inclusive, collaborative and learning community. Thus, in this study, we aim to investigate the expression of teacher sustainability in the three Baltic countries (Lithuania, Estonia, and Latvia). Based on the data from TALIS 2018 – the Teaching and Learning International Survey – we have analyzed three elements of teacher sustainability: (1) the moral goal of teachers’ work with all students, regardless of their level of achievement, cultural background, special needs, or other; (2) capacity building through networks and (3) deep learning of teachers. The research results show that the three countries are implementing a moral goal that seeks to educate children with various clearly expressed individual needs. Discussing the aspect of capacity building through networks, it becomes evident that Lithuanian teachers are less engaged in cooperation than their Latvian and Estonian colleagues. It has also been established that in all the three countries, long-term and active learning is most typical of Estonian teachers, which is likely to be the basis for deep learning.