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

Empirical Research in Vocational Education and Training

Table 16 Declaring high needs for professional development in the domain of students behaviour and classroom management, results of the logistic regression model, regressors R1–R10, Italy, 2013

Factor	B	df	b.se	b.wald	b.sig	b.exp
Constant	− 0.94	1	0.19	23.391	0.000	0.390
Teachers group—teachers of general subjects in schools with no VET programmes (Group A)	− 0.22	1	0.16	2.084	0.149	0.799
Teachers group—teachers of general subjects in schools with VET programmes (Group D)	0.03	1	0.15	0.050	0.823	1.033
Gender—male	− 0.08	1	0.11	0.527	0.468	0.926
Age—50+	− 0.04	1	0.11	0.132	0.717	0.960
Education—ISCED5B or below	− 0.03	1	0.19	0.017	0.897	0.975
Permanency of the job—fixed term contract	0.25	1	0.13	3.688	0.055	1.288
Intensity of work—part time	0.10	1	0.13	0.608	0.436	1.111
Prevalence of students with a first language different from that of instruction in the school—10% or less	− 0.29	1	0.14	4.383	0.036	0.748
Prevalence of students with special needs in the school—10% or less	− 0.01	1	0.15	0.005	0.946	0.990
Prevalence of students from disadvantaged homes in the school—30% or less	− 0.06	1	0.13	0.197	0.657	0.942
Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little	0.09	1	0.10	0.756	0.385	1.093

NB: Data refer to upper secondary teachers. Logit models for: declaring high needs for professional development in the domain of students behaviour and classroom management as a binary outcome variable. NB: B (beta regression coefficient for the logit); b.se (standard error for B). NB: Model performance: LL (− 2 Log likelihood coefficient) = 262,473.09 (s.e. 9838.11); CSR (Cox and Snell R² coefficient) = 0.01 (s.e. 0.00); NKR (Nagelkerke R² coefficient) = 0.02 (s.e. 0.01)