Evaluating the impact of teacher support for student learning in diverse educational settings: a focus on students' socio-economic statuses

Abstract

The educational landscape is an intricate ecosystem where students' growth is significantly influenced by their interactions with teachers and peers. In this context, teachers assume multifaceted roles as facilitators, mentors, and motivators, providing crucial support for students' learning. However, disparities in teacher support based on demographic factors, such as parental income and parental education, can contribute to educational inequalities. This research paper delves into the realm of teacher support for student learning, with a focus on its relationship with students' socio-economic backgrounds. The population of the study is senior secondary school children in Sri Lanka. A total of 1350 secondary school children from the North, South, East, West and Central parts of the country served as participants in this study. A stratified sampling technique was used to select the sample for this study. A survey research design and quantitative research approach were used to conduct the study. A self-administered questionnaire with a 5-point Likert scale was used as the instrument for data collection from students. Data are analysed using the Statistical Package for Social Sciences (SPSS) Version 23. One-way MANOVA and Two-way MANOVA are used for data analysis. The study found no statistically significant differences based on the educational levels of both fathers and mothers. This indicates that teacher support remains consistent irrespective of variations in parental education. Similarly, the study examined the impact of parental income on teacher support and found no statistically significant differences among different income groups. However, students from families with incomes between Rs. 46,001 and Rs. 150,000 received the highest level of teacher support. In conclusion, this research highlights the pivotal role of teacher support in students' academic and socio-emotional development. It demonstrates that teacher support is generally consistent, regardless of parental educational levels or income. While these findings are encouraging, they also emphasise the need for further research and policy interventions to ensure equitable distribution of teacher support and reduce educational disparities. Ultimately, this research contributes valuable insights to foster a more inclusive and supportive learning environment for all students, regardless of their socio-economic background, parental education, or income level.