Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China.
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| Title: | Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China. |
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| Authors: | Yang, Jianqiang1 (AUTHOR), Tan, Yuting1,2 (AUTHOR), Yang, Tao1 (AUTHOR) yangtao@bnu.edu.cn |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Dec2025, Vol. 34 Issue 6, p2071-2084. 14p. |
| Subject Terms: | *Socioeconomic status, *Educational equalization, *Master teachers, *Psychology of students, *Educational quality, Contextual analysis, Social support |
| Geographic Terms: | China |
| Abstract: | Both educational quality and equity matter for school education. The effect of teacher support on educational quality has been widely established. However, its impact on educational equity remains unknown. This study aims to explore the impact of teacher support on educational equity in China by examining the multilevel relationships between teacher support and socioeconomic status (SES) at the student and school levels. Data were obtained from the China National Assessment of Education Quality (CNAEQ) in 2015, which included 48964 eighth-grade students nested within 2459 schools. Students reported their demographic characteristics and perceptions of teacher support. Multilevel moderation analysis showed that both student and school SES were positively related to the two types of teacher support. Furthermore, school SES moderated the impact of student SES on teacher emotional support. The results emphasize the adverse effects of teacher support on educational equity at the student and school levels in China. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Both educational quality and equity matter for school education. The effect of teacher support on educational quality has been widely established. However, its impact on educational equity remains unknown. This study aims to explore the impact of teacher support on educational equity in China by examining the multilevel relationships between teacher support and socioeconomic status (SES) at the student and school levels. Data were obtained from the China National Assessment of Education Quality (CNAEQ) in 2015, which included 48964 eighth-grade students nested within 2459 schools. Students reported their demographic characteristics and perceptions of teacher support. Multilevel moderation analysis showed that both student and school SES were positively related to the two types of teacher support. Furthermore, school SES moderated the impact of student SES on teacher emotional support. The results emphasize the adverse effects of teacher support on educational equity at the student and school levels in China. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-025-01015-8 |
