Data from the teacher questionnaire providing information about the views, self-efficacy and age of teaching staff.
The results for the average age of teaching staff are again ambivalent: In Germany, having younger teachers is related to a higher level of students' CIL (β = −.19), whereas in Norway the result is the opposite (β = .39).39
The nation has yet to realize data's full potential to support student achievement, but some schools are already showing real promise in moving education from a global, industrial age of teaching where every student was taught the same content in the same way, to a much more surgical approach to learning, in which teachers have the tools they need to meet every student where they are.
We did not find meaningful differences based on age, years of teaching experience or type of contract.
Finally, it would be relevant to conduct studies with larger sample sizes in order to establish more fine-grained comparisons among teachers with different socio-demographic profiles (e.g., age, years of teaching experience, educational background).
Additionally, non-parametric correlation analyses were conducted to explore whether the demographic variables of teachers' age, years of teaching experience, and level of education were associated with different prioritizations of the learning areas, with different PD needs, or with different beliefs on education and how children learn.
No differences were found when comparing teachers' responses according to their level of education, age, and years of teaching experience.
Additionally, we compare teachers' responses according to their level of education, age, and years of teaching experience.
Additionally, we analyzed whether demographic variables (teachers' level of education, age, and years of teaching experience) were associated with different prioritizations of the learning areas, with different PD needs, or with different beliefs on education and how children learn.
We also expected that the teacher age and years of teaching experience would allow us to identify differences in teachers' beliefs on education (e.g., the younger a teacher, the more progressive her beliefs) (Pajares 1992).
The first part, which consisted of questions, focused on the demographic information of the teachers, including their gender, age, length of teaching experience, and school level, among other factors.
