The formation and effects of teacher expectations on students

Abstract

The purpose of this study was to examine the literature dealing with the formation and the effects of varying teacher expectations on students. The study focused on the characteristics of the self-fulfilling prophecy, the factors that lead teachers to establish expectations, and the effects that varying expectations have on students. This study helps educators develop an awareness of the powerful impact that teacher expectations have in every student’s academic experience through information dealing with teacher behavior toward students based on their expectations. The study also provides a framework for teachers to implement strategies toward developing positive student achievement through expectations that encourage learning. This study examined the formation and effects of teacher expectations on students by examining and analyzing the literature, determining results from the research, and formulating recommendations to educators. The findings of this study concluded that teacher expectations of students could play a considerable role in academics as well as self-esteem. The repetitious teacher interaction with low expectation students could eventually create labels. This student classification potentially altered teacher interaction with students as well as instructional methodology. Students experienced the effects of varied expectations through both verbal and non-verbal teacher actions. The research concluded that lower teacher expectations affected achievement in student outcome and that the consequences could be significant when compounded throughout the entire educational process. Teachers can help students by being aware of the factors that influence varied teacher expectations, and by focusing on each student’s individual needs and abilities.