Abstract
This study investigates whether the established association between school socioeconomic composition and collective teacher efficacy (CTE) is possibly mediated by teacher staffs' perceptions of school-based social capital. For this purpose, data from 183 primary schools in Flanders (Belgium) gathered between 2006 and 2008 are examined by means of multilevel structural equation modeling (MSEM). The findings indicate that the relationship between school socioeconomic composition and CTE can indeed be explained by the level of school-based social capital as perceived by the teacher staff, even when school prior achievement, school ethnic composition, and school size are controlled.
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