Fig 1.
Latent Class Analysis—Measurement model.
Table 1.
Description and basic statistics of the variables adopted for Step 1 of LCA.
Fig 2.
Histogram—Teachers’ satisfaction.
Source: Authors’ elaboration using INVALSI 2021.
Fig 3.
Histogram—INVALSI 2021 standardised test scores.
Standardised test scores aggregated at teacher level, jointly considering Mathematics, Reding and English. Source: Authors’ elaboration using INVALSI 2021.
Table 2.
Latent Class Analysis—Fit statistics.
Fig 4.
Step 1—Latent classes’ profiles.
Indicators related to the use of technologies by teachers during the emergency are reported on the x axis. They are grouped into three categories related to type of adoption: for synchronous teaching, for asynchronous teaching or for communication with students and their families. Each line represents the one teachers’ profile and dots relates to the proportions of teachers belonging to that latent class. Resistant to Digital, n = 466 (33%), Integrated Digital Teaching, n = 534 (38%), Asynchronous Chat-based, n = 286 (20%), All-round Digital, n = 121 (9%).
Table 3.
Step 2—Characterising the latent classes.
Table 4.
Step 3—Chi-Square test to investigate whether subgroups differ in their perceived satisfaction and student test scores.