School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019
This study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) acros...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-06-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024001080 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850026207837421568 |
|---|---|
| author | Nurullah Eryilmaz |
| author_facet | Nurullah Eryilmaz |
| author_sort | Nurullah Eryilmaz |
| collection | DOAJ |
| description | This study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) across 46 countries, meta-analytic regression models were employed to analyze country-specific results. While SES was found to have a significant positive impact on achievement in both subjects, school leadership support exhibited a negative and significant relationship with mathematics achievement and a negative but non-significant relationship with science achievement. Contrary to expectations, no significant moderating effect of school leadership support on SES-related achievement gaps was observed at the country-specific level. These findings highlight the variability in the influence of leadership practices across diverse educational contexts and underscore the challenges of leveraging leadership support to reduce inequities in achievement. The study emphasizes the need for further research into the contextual factors shaping leadership effectiveness, advocating for tailored approaches that address the unique sociocultural and educational dynamics of individual countries. |
| format | Article |
| id | doaj-art-10f321ef54be4a87b3c398e7e8b54e58 |
| institution | DOAJ |
| issn | 2666-3740 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj-art-10f321ef54be4a87b3c398e7e8b54e582025-08-20T03:00:36ZengElsevierInternational Journal of Educational Research Open2666-37402025-06-01810042710.1016/j.ijedro.2024.100427School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019Nurullah Eryilmaz0University of Bath, United Kingdom; Leuphana University, Germany; IEA, Hamburg, Germany; MEB, Ministry of National Education of Türkiye, TürkiyeThis study examines the role of school leadership support in moderating the relationship between student socioeconomic status (SES) and academic achievement in mathematics and science at the 8th-grade level. Using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) across 46 countries, meta-analytic regression models were employed to analyze country-specific results. While SES was found to have a significant positive impact on achievement in both subjects, school leadership support exhibited a negative and significant relationship with mathematics achievement and a negative but non-significant relationship with science achievement. Contrary to expectations, no significant moderating effect of school leadership support on SES-related achievement gaps was observed at the country-specific level. These findings highlight the variability in the influence of leadership practices across diverse educational contexts and underscore the challenges of leveraging leadership support to reduce inequities in achievement. The study emphasizes the need for further research into the contextual factors shaping leadership effectiveness, advocating for tailored approaches that address the unique sociocultural and educational dynamics of individual countries.http://www.sciencedirect.com/science/article/pii/S2666374024001080Instructional leadershipMathematics achievementSchool leadership supportScience achievementSocioeconomic status gapTIMSS 2019 |
| spellingShingle | Nurullah Eryilmaz School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 International Journal of Educational Research Open Instructional leadership Mathematics achievement School leadership support Science achievement Socioeconomic status gap TIMSS 2019 |
| title | School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 |
| title_full | School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 |
| title_fullStr | School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 |
| title_full_unstemmed | School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 |
| title_short | School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019 |
| title_sort | school leadership support and socioeconomic status inequalities in mathematics and science achievement evidence from timss 2019 |
| topic | Instructional leadership Mathematics achievement School leadership support Science achievement Socioeconomic status gap TIMSS 2019 |
| url | http://www.sciencedirect.com/science/article/pii/S2666374024001080 |
| work_keys_str_mv | AT nurullaheryilmaz schoolleadershipsupportandsocioeconomicstatusinequalitiesinmathematicsandscienceachievementevidencefromtimss2019 |