Evaluation of the Impact of the Implementation of Teaching Scotland's Future
The evaluation offers an overview of the current landscape of teacher education, highlighting what progress has been made in key areas since TSF was published and where further progress and improvements are still needed.
Appendix C: Profile of respondents and weighting
14.7 There were two main factors to take into account when applying weights to the TSF dataset. The first was to compensate for the impact of the sample design on the probability of selection - design weights. In the case of TSF, the aspects of the sample design that had an impact on the probability of selection were; the disproportionate sampling of smaller staff groupings to allow subgroup analysis.
14.8 The second reason for weighting is to correct for any under/over representation of different groups of pupils as a result of non-response - corrective weights. While there were different motivations for applying weights to the sample, the different considerations were combined to create a single weighting variable which brings the sample in line with teacher census data both at a national level.
14.9 Rim weighting was applied for the following variables:
- Sector
- Age
- Sex
- Position
- Full-time/part-time
- Permanent/temporary
- Local authority/independent
- Rurality
- SIMD
- Proportion of ethnic minorities in school
- School size.
14.10 Weights were applied using data from the 2015 teacher census. Groups that were not included in the census, and for whom we had no other profile data on were not included in the weighting scheme.
14.11 The rim weighting was conducted using grossing weights which were then scaled back to align the teacher numbers in the weighted and unweighted data.
14.12 The profile of respondents, compared with national figures is shown in table C.1 below.
Figure C.1 Profile of respondents
| Primary | Secondary | Special | ||||
|---|---|---|---|---|---|---|
| Teacher census | 45% | 46% | 4% | |||
| Survey | 41% | 48% | 7% | |||
| Census | Survey | Census | Survey | Census | Survey | |
| Male | 9% | 10% | 37% | 36% | 23% | 19% |
| Female | 91% | 90% | 63% | 64% | 77% | 81% |
| Under 25 | 8% | 5% | 5% | 5% | 1% | 1% |
| 25-34 | 29% | 17% | 27% | 19% | 22% | 16% |
| 35-44 | 24% | 26% | 24% | 26% | 25% | 26% |
| 45-59 | 23% | 30% | 25% | 28% | 26% | 29% |
| 55+ | 16% | 20% | 20% | 22% | 26% | 29% |
| Head teacher | 8% | 19% | 1% | 3% | 6% | 9% |
| Depute head teacher | 5% | 13% | 5% | 10% | 7% | 12% |
| Principal teacher | 7% | 17% | 24% | 35% | 10% | 15% |
| Teacher | 80% | 51% | 70% | 52% | 77% | 65% |
| Full-time | 84% | 86% | 86% | 91% | 85% | 86% |
| Part-time | 16% | 14% | 14% | 9% | 15% | 14% |
| Permanent | 81% | 84% | 89% | 88% | 85% | 93% |
| Temporary | 19% | 16% | 11% | 12% | 15% | 7% |
| Across all sectors | ||||||
| Teacher census | Survey | |||||
| LA | 94% | 91% | ||||
| Independent | 6% | 9% | ||||
| Urban | 89% | 83% | ||||
| Rural | 11% | 17% | ||||
| 0-5% pupils BME | 36% | 37% | ||||
| 5-10% pupils BME | 34% | 33% | ||||
| 10-20% pupils BME | 18% | 18% | ||||
| 20% or more pupils BME | 12% | 12% | ||||
| 0-20% pupils in 20% most deprived | 46% | 46% | ||||
| 20-40% pupils in 20% most deprived | 24% | 25% | ||||
| 40-60% pupils in 20% most deprived | 17% | 16% | ||||
| 60--80% pupils in 20% most deprived | 7% | 6% | ||||
| 80-100% pupils in 20% most deprived | 6% | 6% | ||||
| 1 - smallest schools | 5% | 9% | ||||
| 2 | 13% | 15% | ||||
| 3 | 20% | 17% | ||||
| 4 - largest schools | 61% | 59% | ||||
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