Figures

Figure 1 — Average scores (95% confidence intervals; squares and solid lines) and ranges (dotted lines) for the use of each professional learning practice by teachers (n = 708; Question A1; 4‑point Likert scale converted to ordinal scale for analysis: Never = 1, Rarely = 2, Sometimes = 3, Often = 4)

Figure 2 — Proportion of teachers (95% confidence intervals, CI) who had the opportunity to participate in professional development (PD) activities, for each PD category (n = 708; Question B2; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0)

Figure 3 — Proportion of teachers (95% confidence intervals, CI who participated in professional development activities in relation to whether they were (white bars) or were not (grey bars) offered the opportunity to participate in the activities (n = 708; Question B2; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0)

Figure 4 — Proportion of teachers (95% confidence intervals, CI) having reported that the person had organised and/or led the professional development activity on which the teacher spent the most time during the previous 12 months (n = 519; Question C15; 8 options measured on a nominal scale: Organised, Led, Organised and led, Not applicable)

Figure 5 — Proportion of respondents (95% confidence intervals, CI) in relation with the professional development activity on which they spent the most time during the previous 12 months (n = 519; Question C6; respondents selected a single response from a drop-down list of 10 possible options)

Figure 6 — Proportion of teachers (95% confidence intervals, CI) in relation with the period of time over which they engaged in the professional development activity on which they spent the most time during the previous 12 months (n = 519; Question C11; a single response from a drop-down list of possible options)

Figure 7 — Average scores (95% confidence intervals; squares and solid lines) and ranges (dotted lines) for each reason that prompted teachers to participate in the professional development (PD) activity on which they spent the most time during the previous 12 months (n = 519; Question C7; 4‑point Likert scale converted to ordinal scale for analysis: Not at all = 1, Not a lot = 2, Quite a lot = 3, A lot = 4)

Figure 8 — Percentage of teachers (95% confidence intervals) who reported the presence of each characteristic of effective professional development mechanisms for the activity on which they spent the most time during the previous 12 months (n = 519; Question C8; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0) 

Figure 9 — Average scores (95% confidence intervals; squares and solid lines) and ranges (dotted lines) for the emphasis of each area of educational focus and content in the activity on which teachers spent the most time during the previous 12 months (n = 519; Question C12; 4‑point Likert scale converted to ordinal scale for analysis: No emphasis = 1, Little emphasis = 2, Quite strong emphasis = 3, Strong emphasis = 4)

Figure 10 — Percentage of teachers (95% confidence intervals) having engaged in actions associated with different learning modes when they participated in the activity on which they spent the most time during the previous 12 months (n = 519; Question C9; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0)

Figure 11 — Percentage of teachers (95% confidence intervals) having engaged in different actions after they participated in the activity on which they spent the most time during the previous 12 months (n = 519; Question C10; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0 

Figure 12 — Percentage of teachers (95% confidence intervals) for each benefit who agreed that participating in the activity on which they spent the most time during the previous 12 months provided the benefit (n = 519; Question C13; dichotomous scale converted to numerical scale for analysis: Agree = 1, Disagree = 0)

Figure 13 — Average scores (95% confidence intervals; squares and solid lines) and ranges (dotted lines) regarding the relative impact perceived by the teachers of participating in the activity on which they spent the most time during the previous 12 months (n = 519; Question C14; 4‑point Likert scale converted to ordinal scale for analysis: Not at all = 1, Not a lot = 2, Quite a lot = 3, A lot = 4)

Figure 14 — Percentage of teachers (CI 95%) who reported having received the different forms of support to participate in professional development (PD) activities in the previous 12 months (n = 519; Question D16; dichotomous scale converted to numerical scale for analysis: Yes = 1, No = 0)

Figure 15 — Average scores (95% confidence intervals; squares and solid lines) and ranges (dotted lines) for how strongly teachers agree or disagree with each potential reason (barrier) preventing them from participating in professional development (PD; n = 708; Question D17; 4‑point Likert scale converted to ordinal scale for analysis: Strongly disagree = 1, Disagree = 2, Agree = 3, Totally agree = 4