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 18 Declaring lack of pre-requisites as a barrier to professional development, results of the logistic regression model, regressors R1–R10, Italy, 2013

Factor	B	df	b.se	b.wald	b.sig	b.exp
Constant	− 1.94	1	0.24	64.214	0.000	0.143
Teachers group—teachers of general subjects in schools with no VET programmes (Group A)	− 0.14	1	0.22	0.384	0.536	0.871
Teachers group—teachers of general subjects in schools with VET programmes (Group D)	− 0.37	1	0.18	4.153	0.042	0.688
Gender—male	− 0.34	1	0.14	5.954	0.015	0.712
Age—50+	0.31	1	0.12	7.171	0.007	1.363
Education—ISCED5B or below	0.31	1	0.13	6.149	0.013	1.365
Permanency of the job—fixed term contract	0.39	1	0.17	5.135	0.023	1.481
Intensity of work—part time	0.41	1	0.13	10.781	0.001	1.512
Prevalence of students with a first language different from that of instruction in the school—10% or less	0.30	1	0.19	2.605	0.107	1.349
Prevalence of students with special needs in the school—10% or less	0.23	1	0.17	1.790	0.181	1.253
Prevalence of students from disadvantaged homes in the school—30% or less	− 0.16	1	0.26	0.366	0.545	0.856
Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little	− 0.16	1	0.17	0.877	0.349	0.853

NB: Data refer to upper secondary teachers. Logit model for: Declaring lack of pre-requisites as a barrier to professional development 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) = 192,314.06 (s.e. 9882.43); CSR (Cox and Snell R² coefficient) = 0.02 (s.e. 0.01); NKR (Nagelkerke R² coefficient) = 0.04 (s.e. 0.01)