Does Teacher Support Differ by Socioeconomic Status at the Student and School Levels?

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Abstract

Teacher support positively impacts academic outcomes, yet little is known about its antecedent determinants. This study explored the joint effects of student SES and school SES on the two dimensions of teacher support (i.e., academic/emotional support) in China. The dataset includes 48,964 eighth-grade students who participated in a large-scale educational assessment. Multilevel regression analyses showed that both student SES and school SES positively related to teacher academic/emotional support. Besides, school SES positively moderated the relationship between student SES and teacher emotional support, but not teacher academic support. These findings uncover the adverse effect of teacher support on educational equity in China and provide insight into the difference between teacher academic and emotional support.

Authors

• JianQiang Yang, Beijing Normal University

• Yuting Tan, Beijing Normal University

• Tao Yang, Beijing Normal University