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School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy
ARTICLE

, , , Center for Educational Effectiveness and Evaluation, Belgium ; , Center for School Psychology, Belgium ; , Center for Educational Effectiveness and Evaluation, Belgium

TATE Volume 45, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates whether the established association between school socioeconomic composition and collective teacher efficacy (CTE) is possibly mediated by teacher staffs' perceptions of school-based social capital. For this purpose, data from 183 primary schools in Flanders (Belgium) gathered between 2006 and 2008 are examined by means of multilevel structural equation modeling (MSEM). The findings indicate that the relationship between school socioeconomic composition and CTE can indeed be explained by the level of school-based social capital as perceived by the teacher staff, even when school prior achievement, school ethnic composition, and school size are controlled.

Citation

Belfi, B., Gielen, S., De Fraine, B., Verschueren, K. & Meredith, C. (2015). School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy. Teaching and Teacher Education: An International Journal of Research and Studies, 45(1), 33-44. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.09.001

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