Posted: March 31st, 2022

Impact of Teacher Expectations on Student Academic Achievement

Impact of Teacher Expectations on Student Academic Achievement

Teacher expectations can have a significant impact on student academic achievement, both positively and negatively. According to the Pygmalion effect, teacher expectations can create self-fulfilling prophecies, whereby students perform in accordance with the expectations that teachers have for them (Rosenthal and Jacobson 1968). Conversely, according to the Golem effect, teacher expectations can also lower student performance, if teachers have low or negative expectations for their students (Babad et al. 1982).

Several factors can influence teacher expectations, such as student characteristics, teacher beliefs, and classroom context. For example, teacher expectations can be affected by student gender, race, socioeconomic status, and prior achievement (Jussim and Harber 2005). Teacher expectations can also be influenced by teacher beliefs about their own efficacy, their role as educators, and their attitudes towards diversity and inclusion (Rubie-Davies 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Furthermore, teacher expectations can vary depending on the classroom environment, such as the level of academic challenge, the quality of feedback, and the degree of student autonomy (Hattie and Timperley 2007).

Teacher expectations can have various effects on student academic achievement, such as motivation, self-esteem, engagement, and learning outcomes. For instance, teacher expectations can enhance or undermine student motivation, depending on whether they are realistic, challenging, and supportive (Zimmerman et al. 1992). Teacher expectations can also boost or damage student self-esteem, depending on whether they are positive, consistent, and fair (Marsh and Craven 2006 – Write a paper; Professional research paper writing service – Best essay writers). Moreover, teacher expectations can increase or decrease student engagement, depending on whether they are relevant, meaningful, and interactive (Fredricks et al. 2004). Finally, teacher expectations can improve or impair student learning outcomes, depending on whether they are aligned with the curriculum, assessment, and feedback (Brookhart 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers).

Therefore, teacher expectations are a crucial factor in student academic achievement. Teachers should be aware of their own expectations and how they affect their students. Teachers should also strive to develop high but realistic expectations for all students, regardless of their backgrounds or abilities. Teachers should also communicate their expectations clearly and explicitly to their students, and provide them with constructive feedback and support. By doing so, teachers can foster a positive learning environment that promotes student success.

References
Babad E., Inbar J., Rosenthal R. (1982) Pygmalion, Galatea, and the Golem: Investigations of Biased and Unbiased Teachers. Journal of Educational Psychology 74(4): 459–474.

Brookhart S.M. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers) How to Give Effective Feedback to Your Students. Alexandria: Association for Supervision and Curriculum Development.

Fredricks J.A., Blumenfeld P.C., Paris A.H. (2004) School Engagement: Potential of the Concept,
State of the Evidence. Review of Educational Research 74(1): 59–109.

Hattie J., Timperley H. (2007) The Power of Feedback. Review of Educational Research 77(1): 81–112.

Jussim L., Harber K.D. (2005) Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns,
Resolved and Unresolved Controversies. Personality and Social Psychology Review 9(2): 131–155.

Marsh H.W., Craven R.G. (2006 – Write a paper; Professional research paper writing service – Best essay writers) Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science 1(2): 133–163

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