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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

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

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
  1. 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)