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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)