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Table 20 Declaring conflict with work-schedule as a barrier to professional development, 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

0.61

1

0.18

11.328

0.001

1.834

Teachers group—teachers of general subjects in schools with no VET programmes (Group A)

0.24

1

0.13

3.453

0.063

1.274

Teachers group—teachers of general subjects in schools with VET programmes (Group D)

0.13

1

0.11

1.411

0.235

1.134

Gender—male

− 0.08

1

0.08

0.962

0.327

0.920

Age—50+

0.05

1

0.10

0.323

0.570

1.056

Education—ISCED5B or below

− 0.24

1

0.13

3.605

0.058

0.786

Permanency of the job—fixed term contract

− 0.26

1

0.10

6.967

0.008

0.768

Intensity of work—part time

− 0.21

1

0.11

3.811

0.051

0.813

Prevalence of students with a first language different from that of instruction in the school—10% or less

− 0.24

1

0.13

3.710

0.054

0.783

Prevalence of students with special needs in the school—10% or less

0.03

1

0.13

0.043

0.836

1.026

Prevalence of students from disadvantaged homes in the school—30% or less

0.03

1

0.12

0.077

0.781

1.035

Lack of resources for PD of teachers in the school limiting principal effectiveness—not at all/very little

0.06

1

0.09

0.469

0.493

1.061

  1. NB: Data refer to upper secondary teachers. Logit model for: Declaring conflict with work-schedule 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) = 323,734.81 (s.e. 10,596.62); CSR (Cox and Snell R2 coefficient) = 0.01 (s.e. 0.00); NKR (Nagelkerke R2 coefficient) = 0.02 (s.e. 0.01)