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Table 5 Sensitivity analysis: A lower cut off score for the workability score (WAS; (i.e., 0–7 vs. 8–10)

From: Supportive and demanding managerial circumstances and associations with excellent workability: a cross-sectional study of Swedish school principals

Independent variables Total study sample (n = 2119)
(OR increase with 95% CI, WAS score 0–7 vs. 8–10)
OR 95% CI P value
GMSI Demanding circumstances, effect per unit increase in mean score (1–5)
Resource deficits 1.07 0.96–1.20 .258
Organisational control 0.97 0.84–1.12 .704
Role conflicts 0.69 0.59–0.81  < .001
Role demands 0.80 0.68–0.94 .007
Group dynamics 0.82 0.70–0.96 .016
Buffer-function 0.91 0.79–1.05 .198
Co-workers 1.13 0.97–1.33 .121
Container-function 0.87 0.76–1.01 .066
GMSI Supportive circumstances, effect per unit increase in mean score (1–5)
Supportive management 0.98 0.88–1.08 .631
Cooperating co-workers 0.94 0.79–1.11 .451
Supportive colleagues 1.19 1.09–1.31  < .001
Supportive private life 1.20 1.09–1.33  < .001
Supportive org. structures 1.28 1.13–1.44  < .001
Length of work experience as a principal
1–3 years of experience 1.31 0.98–1.76 .068
 > 3 to 5 years of experience 1.12 0.85–1.48 .410
 > 5 to 10 years of experience 1.18 0.92–1.51 .205
 > 10 years of experience Ref
School-level
Pre-school 0.94 0.63–1.41 .762
Pre-and compulsory school 1.77 1.01–3.09 .047
Compulsory school 1.25 0.85–1.83 .256
Upper secondary school 1.19 0.78–1.82 .425
Adult education Ref
Self-rated health
Poor, neither good nor poor(= 0) vs. good, very good (= 1) 2.02 1.60–2.56  < .001
Self-efficacy, effect per unit increase in mean score (1–5)
Mean score 1.81 1.46–2.24  < 0.001
  1. Nagelkerke R square for the total model was 0.22
  2. Figures in bold are statistically significant p ≤ 0.05