Contextual Factors and Teaching Strategies Associated with Educational Equity in Secondary Education in Spain: PISA 2018

Social inequalities and their impact on students’ educational outcomes highlight the need-to-know which factors related to the teaching-learning process need to be addressed to create an increasingly equitable society in which citizens can actively participate and increase their quality of life. Therefore, based on the results obtained in the PISA 2018 Program in Spain, two indicators of equity, as equality of results and as equality of opportunities, have been extracted and predictor variables of context and teaching strategies have been identified, studying their relationship with these indicators. The results suggest that schools whose students have higher socioeconomic status, a greater presence of teachers who have been working there longer, and whose teachers promote a disciplined classroom climate, with self-efficacy in classroom management and in building positive relationships with students, will have less educational inequity in terms of equality of results. Similarly, those schools whose students perceive greater adaptation of teaching, as well as a greater presence of discriminatory attitudes, will show less educational inequity in terms of equality of opportunities. Several of these results have been verified by different authors and others have led to conclusions that may provide the basis for future research.