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 19 Declaring cost 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	0.26	1	0.17	2.380	0.123	1.302
Teachers group—teachers of general subjects in schools with no VET programmes (Group A)	− 0.10	1	0.15	0.476	0.490	0.900
Teachers group—teachers of general subjects in schools with VET programmes (Group D)	− 0.17	1	0.12	2.100	0.147	0.840
Gender—male	0.02	1	0.09	0.052	0.819	1.020
Age—50+	0.00	1	0.08	0.002	0.965	1.003
Education—ISCED5B or below	0.12	1	0.14	0.798	0.372	1.130
Permanency of the job—fixed term contract	0.29	1	0.10	8.443	0.004	1.332
Intensity of work—part time	− 0.15	1	0.13	1.240	0.265	0.863
Prevalence of students with a first language different from that of instruction in the school—10% or less	0.09	1	0.14	0.375	0.540	1.091
Prevalence of students with special needs in the school—10% or less	− 0.03	1	0.14	0.042	0.838	0.971
Prevalence of students from disadvantaged homes in the school—30% or less	− 0.13	1	0.13	0.997	0.318	0.874
Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little	0.07	1	0.11	0.371	0.542	1.071

NB: Data refer to upper secondary teachers. Logit model for: Declaring cost 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) = 337,729.98 (s.e. 10,987.38); CSR (Cox and Snell R² coefficient) = 0.01 (s.e. 0.00); NKR (Nagelkerke R² coefficient) = 0.01 (s.e. 0.00)