Más allá del efecto composición: los docentes como moderadores del rendimiento en los centros educativos

• Díaz-Santana, Octavio ^[1] ; Cardenal, María Eugenia ^[1] ; González-Betancor, Sara M. ^[1]
  1. [1] Universidad de Las Palmas de Gran Canaria

     Universidad de Las Palmas de Gran Canaria

     Gran Canaria, España

     
• Localización: RES. Revista Española de Sociología, ISSN 1578-2824, ISSN-e 2445-0367, Vol. 34, Nº. 2, 2025 (Ejemplar dedicado a: Special issue on economic sociology and miscellaneous articles; a264)
• Idioma: español
• DOI: 10.22325/fes/res.2025.266
• Títulos paralelos:
  • Beyond the composition effect: teachers as moderators of achievement in schools
• Enlaces
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• Resumen
  • español

    Este artículo analiza la relación entre los estilos docentes, el nivel socioeconómico del alumnado y su interacción sobre el rendimiento académico a nivel de centro en el sexto curso de Educación Primaria. Se utiliza información censal de las Islas Canarias en el curso 2018/2019. Se estiman modelos de regresión lineal múltiple con las siguientes variables: estilo directivo, estilo participativo, nivel socioeconómico y su interacción. El rendimiento se mide a partir de pruebas externas de competencias. Se identifica que los estilos docentes y el nivel socioeconómico inciden en el rendimiento y que su interacción es heterogénea. El análisis muestra la importancia de analizar otras dimensiones además del efecto composición, identificando efectos escolares. Demuestra que la tarea docente modera la relación entre origen socioeconómico y logro educativo, aunque no de manera homogénea.

  • English

    The present article analyses a specific aspect of the school effect on performance in the sixth grade. Considering the importance of students' socioeconomic status in explaining academic achievement, we analyze whether the predominant teaching styles in schools can influence this relationship. To achieve this goal, we estimate multiple linear regression models for census data from the Canary Islands for the 2018/2019 school year. The variables of interest are the following: directive style, participative style and socioeconomic status. Achievement is measured by external proficiency tests. Our results indicate that teaching styles and socioeconomic status have an impact on performance, and that the interaction effect is heterogeneous. The analysis goes beyond the composition effect to identify school effects and shows that the teacher’s role moderates the relationship between socioeconomic background and educational achievement, although not homogeneously.

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