Schools' Socioeconomic Background and School Effectiveness: The Moderating Effect of Teachers' Needs Support Climate

• In Event: 30.025 - Work at the Core: Teacher Identity, Development, and Efficacy in Schools

Abstract

The following study attempts to identify mechanisms compensating for students' background. Based on the Self-Determination Theory (SDT) assumptions, it attempts to assess the extent to which a Teachers' Needs Support Climate (TNSC) may assist in promoting school effectiveness in low socioeconomic schools. Questionnaires were administered to 1140 teachers working in 85 randomly sampled schools. Our findings suggest that socioeconomic background is negatively associated with school effectiveness. Moreover, it appears that this relation becomes more negative when teachers' autonomy is supported. Hence, although SDT may suggest that supporting teachers’ autonomy may promote school effectiveness, our findings show that in low socioeconomic circumstances, it may have the opposite effect.

Authors

• Ori Eyal, Hebrew University

• Adam Nir, The Hebrew University of Jerusalem