Reports on the field of education are published by various institutions and organizations. The OECD (Organization for Economic Cooperation and Development) is an international community of 38 countries. It describes the educational characteristics and educational qualifications of countries, especially with the reports published in the field of education. While the OECD provides a rich data and resources with these reports, it also enables the comparison of different systems and policies among the countries, especially in the field of education. The recently published “Education at a Glance 2021 – OECD Indicators” report deals with the educational characteristics of countries from various perspectives and explains various data and statistics. The definition of the teaching profession is at the most basic level, as 'professional teacher'; denotes the status of a person who is paid to teach. In the education system, one of the most important roles in the education and training processes is of course the teacher. For this reason, the aim of the study is to examine the sections in this report that focus on teachers and the teaching profession in the context of Turkey. The was structured as a qualitative study and the document review was used as a method. Document analysis is defined as a qualitative research method used to analyze the content of written documents in a detailed and systematic way. In this study, which was created as a result of document review, a total of seven themes were created in the teaching profession category. These themes are; “the factors affecting teachers' salary cost”, “student-teacher ratio and size of classes”, “the time students spending in class”, “teachers and principals' salaries”, “teachers and principals' time spent teaching and working”, “who are the teachers?” and “teachers leaving the teaching profession”. According to the results of the research, when the first theme called "the factors affecting the salary cost of teachers" is considered, the average teacher salary in OECD countries is $3,196 in primary school, while the average teacher salary in our country is $1,679 in primary school. In the second theme, “time spent by students in the classroom”, the results were; while the OECD average is 4589.7 hours in primary school and 3048.6 hours in secondary school, it is 2880.0 hours in primary school and 3371.0 hours in secondary school in our country. According to the results of the third theme, “student-teacher ratio and size of classes”; The average number of students in primary education is 21 students in public schools and 20 students in private schools at OECD primary education level (for 2019). In our country, while it is 23.4 students in public schools, it is 17.6 students in private schools. The fourth theme is described as “teacher and school principals' salaries”. When looking at the results of this theme, the average annual starting salary in secondary school in OECD countries is $35,608, the average salary of teachers aged 25-64 is $47,987 and the highest average teacher salary is $65,775. In our country, while the average salary of teachers starting work is $30,052, the average salary of teachers between the ages of 25-64 is $35,847 US. Considering the salary of school principals, the OECD average is; average real salaries for school principals aged 25-64 range from $68,794 at elementary level, $74,419 at secondary level and $79,033 at high school. In our country, the results could not be described because sufficient data were not presented in this part of the report. The fifth theme was named as “the time teachers and school principals spend teaching and working. Looking at this theme, the results are summarized as follows: The OECD average of teachers' teaching time by education level; The average is 989 hours per year at pre-primary level, 791 hours at primary level, 723 hours at secondary level and 685 hours at high school level. In our country, it is 902.5 hours at pre-primary level, 722 hours at primary school level, 505.4 hours at secondary school level and 505.4 hours at high school level. School heads work an average of 44 weeks per year at pre-primary, primary and secondary education levels in OECD countries. Annual statutory working hours are 1656 hours at pre-primary level, 1627 hours at primary level, 1626 hours at secondary level and 1627 hours at high school level. For our country, this data could not be described because it was not presented in the report. The sixth theme is “who are the teachers?”. According to this result, the gender distribution of teachers by education level is as follows: On average across OECD countries, 70% of teachers are women at all levels of total education. In our country, while 94.4% of the teaching staff at pre-school level and 64% at primary education level are represented by women, 54.5% at secondary education level and 44.8% at higher education level. The last theme was defined as “teachers leaving the teaching profession”. According to these results, teacher attrition rates in OECD countries are similar to or higher than those at primary level in all countries and economies for which data is available, regardless of educational institution type. Male teachers tend to show higher attrition rates than their female counterparts on average in countries with available data. For our country, this part of the report could not be described because data was not presented. According to the results, while the data in our country is close to the average of OECD countries in some topics such as the ratio of female teachers and class size; In some areas, such as teacher salaries and working hours, it could not catch up with the OECD average. Keywords: Teaching profession, Teachers, School administors