Teacher expectation is among the main most important in-school factors that have positive impacts on the performance of every student. This is the reason why several states across the world have nowadays increased teacher evaluation and monitoring systems that aim at ensuring that students are encouraged to work towards achieving their teachers’ expectations (Gershenson, Holt & Papageorge, 2016). Teachers are found to be revealing their expectations through the learning opportunities that they offer to their students. Indeed, it is always the nature of everyone to develop certain expectations for those we meet with in life, and this is extended between teachers and their students. Therefore, it is often the responsibility of every teacher to gauge the academic expectation of every student by putting a lot of perceptions and expectations on them to ensure that their weaknesses and opportunities are identified to help address certain challenges they might face.
Moreover, teacher expectations have highly been linked to high academic performance in students, higher discipline, better behaviors, increased mortality, and good values in students. Most researchers have agreed that teacher expectations have significant effects on students’ success and achievements. For example, teachers who hold high esteem and high expectations for his/her students will try very hard to teach them more and keep in touch with them frequently thus enabling them to achieve high academic grades. However, teachers who have low expectations on their students would, on the other hand, take them for granted and fail to teach thinking they would not achieve much out of it (Gershenson, Holt & Papageorge, 2016). In this regard, it is apparent that expectations shape teachers’ behaviors, thus positively affecting the students’ academic performance.
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References
Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review , 52 , 209-224.
