Exploring the Impact of Socioeconomic Background on Teacher

Year 2025, Volume: 8 Issue: 2, 181 - 195, 23.12.2025

Can Ece Boz , Paşa Tevfik Cephe

https://doi.org/10.35207/later.1717847

Abstract

This study examines the impact of teachers’ socioeconomic backgrounds on their identity as teachers by examining how their personal socioeconomic backgrounds shape their professional roles and their relationships with students. Field notes and interviews were used for data collection. This study examines the responsibilities, relationships with students, and perspectives on teaching of teachers from diverse socioeconomic backgrounds. Qualitative data is derived from their analysis. These findings suggest that teachers from lower socioeconomic backgrounds are more creative in their adaptation, creation of inclusive learning environments, and use of resources. More privileged teachers focus more on academic achievement and use of resources. However, they are more interested in the diverse experiences of their students. This study also highlights the importance of professional development programs that address socioeconomic inequalities in education. By recognizing the impact of socioeconomic status on teacher identity, the study provides insights for promoting more equitable environments and developing inclusive teaching policies.

Keywords

Teacher identity , Socioeconomic background , Professional development , Equity in education

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