Prior research has shown that teacher-centred factors such as teacher participation in decision making, teacher morale, and shortage of teaching staff, can affect school performance. In this study we examined how these factors differ between White-majority and White-minority schools both before and after controlling for school characteristics such as school type, socioeconomic status, student-teacher ratio etc. Our results indicate significant differences in teacher morale and shortage of teaching staff between White-majority and White-minority schools, with these differences persisting even after controlling for basic school characteristics. Implications are discussed.