Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2018-11

AUTHORS

Elien Sneyers, Jan Vanhoof, Paul Mahieu

ABSTRACT

In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity. More... »

PAGES

1-21

Journal

TITLE

Social Psychology of Education

ISSUE

N/A

VOLUME

N/A

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11218-018-9458-6

DOI

http://dx.doi.org/10.1007/s11218-018-9458-6

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1105905777


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52 schema:description In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity.
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