Teacher Expectations Can Have Powerful Impact on Students Academic Achievement
Teacher expectation research has continued to establish an association between what teachers expect of their students and what students accomplish academically. The effect of teacher expectations is generally accepted to be a significant factor for student learning. Differences in student characteristics can influence the expectations that teachers form for their student's academic achievement. Students from already disadvantaged backgrounds, such as low socio-economic status are more likely to experience teacher expectation effects. Differential behaviours can include preferential treatment, the work and activities offered questioning of students, use of praise and criticism, ability grouping, behavioural expectations, offering of assistance, and the amount of student autonomy offered.
Research has investigated student perspectives of the influence that teachers’ expectations have on student academic outcomes, with both quantitative and qualitative research findings that teacher expectations can influence students’ own beliefs about their capacity to succeed at school. Student-teacher interactions conveyed high expectations when teachers encouraged students by expressing pride in them, challenging them, and giving them opportunities to succeed.