Individual and Collective Teacher Support Toward Students in Urban Schools: Identifying Underlying School Characteristics

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Understanding Factors Supporting Teachers' Organizational Perceptions, Behaviors, and Learning Communities (Table 21)

Abstract

Given that teacher support often reinforces (or weakens) student well-being and academic performances this paper studies how a specific set of antecedents (participation among stakeholders, the involvement of parents, monolingualism, human and material resources) influences individual and collective teacher support towards students in super diverse schools. Survey data from 541 teachers in 23 urban secondary schools are analyzed descriptively and by testing a path model. Main findings are the confirmation of the pivotal role of human resources and an unexpected negative impact of material resources on collective teacher support. Effects of the school characteristics on individual teacher support are found to be low or nonexistent. Theoretical and practical implications are presented.

Authors

• Noel Clycq, University of Antwerp

• Ruud Lelieur, University of Antwerp

• Ward Nouwen

• Jan Vanhoof, Antwerp University