Más allá del efecto composición: los docentes como moderadores del rendimiento en los centros educativos
DOI:
https://doi.org/10.22325/fes/res.2025.266Palabras clave:
educación primaria, centros educativos, estilos docentes, nivel socioeconómico, rendimiento académicoResumen
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.
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