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

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.