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Table 13 Non participation in teachers’ professional development: results of the logistic regression models, regressors R1–R10, all countries including Italy, 2013

From: The professional development of VET teachers in Italy: participation, needs and barriers. Statistical quantifications and benchmarking in an international perspective

Country Factor B b.se b.wald b.sig b.exp
Australia Constant − 4.55 0.78 34.132 0.000 0.011
Australia Teachers group—teachers of general subjects in schools with no VET programmes (Group A) 0.54 0.75 0.528 0.468 1.719
Australia Teachers group—teachers of general subjects in schools with VET programmes (Group D) 0.72 0.34 4.435 0.035 2.045
Australia Gender—male 0.60 0.25 5.998 0.014 1.822
Australia Age—50+ 0.00 0.32 0.000 0.999 1.000
Australia Education—ISCED5B or below − 17.63 0.57 942.869 0.000 0.000
Australia Permanency of the job—fixed term contract − 0.41 0.69 0.354 0.552 0.665
Australia Intensity of work—part time 1.17 0.51 5.174 0.023 3.221
Australia Prevalence of students with a first language different from that of instruction in the school—10% or less − 0.18 0.38 0.223 0.637 0.836
Australia Prevalence of students with special needs in the school—10% or less − 0.06 0.54 0.013 0.908 0.939
Australia Prevalence of students from disadvantaged homes in the school—30% or less 0.16 0.48 0.115 0.734 1.178
Australia Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little 0.26 0.47 0.316 0.574 1.299
Denmark Constant − 2.96 0.62 23.156 0.000 0.052
Denmark Teachers group—teachers of general subjects in schools with no VET programmes (Group A) − 1.47 0.38 15.096 0.000 0.231
Denmark Teachers group—teachers of general subjects in schools with VET programmes (Group D) 0.23 0.38 0.369 0.544 1.260
Denmark Gender—male 0.92 0.32 8.255 0.004 2.518
Denmark Age—50+ 0.33 0.39 0.722 0.395 1.396
Denmark Education—ISCED5B or below 0.31 0.44 0.494 0.482 1.364
Denmark Permanency of the job—fixed term contract 1.02 0.44 5.303 0.021 2.761
Denmark Intensity of work—part time 1.11 0.54 4.217 0.040 3.021
Denmark Prevalence of students with a first language different from that of instruction in the school—10% or less 0.52 0.40 1.689 0.194 1.677
Denmark Prevalence of students with special needs in the school—10% or less 0.70 0.35 4.050 0.044 2.012
Denmark Prevalence of students from disadvantaged homes in the school—30% or less − 0.73 0.61 1.449 0.229 0.480
Denmark Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little − 0.26 0.35 0.568 0.451 0.770
Finland Constant − 3.99 1.12 12.712 0.000 0.018
Finland Teachers group—teachers of general subjects in schools with no VET programmes (Group A) 0.74 0.40 3.407 0.065 2.106
Finland Teachers Group—teachers of general subjects in schools with VET programmes (Group D) 0.31 0.65 0.228 0.633 1.363
Finland Gender—male 0.10 0.15 0.465 0.495 1.104
Finland Age—50+ 0.26 0.27 0.917 0.338 1.298
Finland Education—ISCED5B or below 0.44 0.43 1.019 0.313 1.551
Finland Permanency of the job—fixed term contract − 0.01 0.26 0.003 0.958 0.987
Finland Intensity of work—part time 1.35 0.51 7.063 0.008 3.844
Finland Prevalence of students with a first language different from that of instruction in the school—10% or less 0.40 0.19 4.311 0.038 1.488
Finland Prevalence of students with special needs in the school—10% or less − 0.27 0.24 1.266 0.260 0.766
Finland Prevalence of students from disadvantaged homes in the school—30% or less 1.52 1.04 2.133 0.144 4.588
Finland Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little − 0.19 0.25 0.565 0.452 0.826
Italy Constant − 1.84 0.19 94.538 0.000 0.159
Italy Teachers group—teachers of general subjects in schools with no VET programmes (Group A) − 0.08 0.17 0.210 0.647 0.927
Italy Teachers group—teachers of general subjects in schools with VET programmes (Group D) 0.09 0.12 0.623 0.430 1.095
Italy Gender—male 0.07 0.09 0.637 0.425 1.076
Italy Age—50+ 0.42 0.10 16.512 0.000 1.517
Italy Education—ISCED5B or below 0.63 0.14 19.161 0.000 1.882
Italy Permanency of the job—fixed term contract 0.49 0.12 16.924 0.000 1.636
Italy Intensity of work—part time 0.14 0.12 1.337 0.248 1.151
Italy Prevalence of students with a first language different from that of instruction in the school—10% or less 0.26 0.15 3.150 0.076 1.295
Italy Prevalence of students with special needs in the school—10% or less 0.11 0.18 0.350 0.554 1.111
Italy Prevalence of students from disadvantaged homes in the school—30% or less − 0.15 0.14 1.284 0.257 0.856
Italy Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little 0.14 0.11 1.544 0.214 1.153
Mexico Constant − 3.76 1.30 8.331 0.004 0.023
Mexico Teachers group—teachers of general subjects in schools with no VET programmes (Group A) 0.39 0.34 1.263 0.261 1.470
Mexico Teachers Group—teachers of general subjects in schools with VET programmes (Group D) 0.12 0.32 0.134 0.715 1.123
Mexico Gender—male 0.38 0.22 3.168 0.075 1.468
Mexico Age—50+ 0.59 0.26 5.103 0.024 1.797
Mexico Education—ISCED5B or below 0.99 0.37 7.186 0.007 2.678
Mexico Permanency of the job—fixed term contract 0.15 0.28 0.264 0.608 1.157
Mexico Intensity of work—part time 0.14 0.20 0.508 0.476 1.151
Mexico Prevalence of students with a first language different from that of instruction in the school—10% or less − 0.12 0.65 0.034 0.854 0.886
Mexico Prevalence of students with special needs in the school—10% or less 0.20 1.09 0.035 0.853 1.224
Mexico Prevalence of students from disadvantaged homes in the school—30% or less 0.07 0.28 0.061 0.805 1.073
Mexico Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little 0.09 0.25 0.145 0.703 1.098
Norway Constant − 3.91 0.93 17.475 0.000 0.020
Norway Teachers group—teachers of general subjects in schools with no VET programmes (Group A) 0.11 0.46 0.058 0.810 1.117
Norway Teachers group—teachers of general subjects in schools with VET programmes (Group D) 0.11 0.21 0.242 0.623 1.111
Norway Gender—male 0.66 0.21 9.645 0.002 1.936
Norway Age—50+ 0.59 0.23 6.355 0.012 1.796
Norway Education—ISCED5B or below 0.36 0.44 0.657 0.418 1.429
Norway Permanency of the job—fixed term contract − 0.58 0.45 1.659 0.198 0.560
Norway Intensity of work—part time 0.61 0.22 7.485 0.006 1.834
Norway Prevalence of students with a first language different from that of instruction in the school—10% or less 0.22 0.35 0.379 0.538 1.242
Norway Prevalence of students with special needs in the school—10% or less − 0.22 0.31 0.473 0.492 0.806
Norway Prevalence of students from disadvantaged homes in the school—30% or less 0.54 0.91 0.347 0.556 1.710
Norway Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little 0.22 0.26 0.712 0.399 1.242
Poland Constant − 3.54 0.45 62.267 0.000 0.029
Poland Teachers group—teachers of general subjects in schools with no VET programmes (Group A) 0.37 0.40 0.884 0.347 1.452
Poland Teachers group—teachers of general subjects in schools with VET programmes (Group D) 0.17 0.41 0.178 0.673 1.186
Poland Gender—male 0.45 0.25 3.242 0.072 1.575
Poland Age—50+ 0.59 0.17 12.260 0.000 1.806
Poland Education—ISCED5B or below 0.73 0.64 1.315 0.251 2.072
Poland Permanency of the job—fixed term contract 0.52 0.19 7.325 0.007 1.678
Poland Intensity of work—part time 0.43 0.18 5.772 0.016 1.531
Poland Prevalence of students with special needs in the school—10% or less 0.17 0.22 0.594 0.441 1.183
Poland Prevalence of students from disadvantaged homes in the school—30% or less 0.11 0.19 0.352 0.553 1.122
Poland Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little − 0.04 0.18 0.043 0.836 0.964
  1. NB: Data refer to upper secondary teachers. Logit models for: non participation in teachers professional development as a binary outcome variable. NB: B (beta regression coefficient for the logit); b.se (standard error for B); b.wald (Wald’s statistics) b.sig (significance) b.exp (odds ratio). The model for Poland does not include the variable on prevalence of students with a first language different from that of instruction in the school