The Question of Preponderant Causation in Teacher Expectancy Research

Abstract

In this paper we present the major elements or components of teacher expectancy research together with the hypotheses that support expectancy effects. We also propose a set of competing hypotheses. Research is reviewed that is pertinent to both expectancy hypotheses and our alternative hypotheses. For example, one major expectancy hypothesis is that teacher expectations influence student achievement. An alternative hypothesis is that student achievement influences teacher expectations. In this review, a logical model is proposed that enables one to compare the effects of expectancy on achievement, achievement on expectancy, and achievement on achievement as well as to make a number of other comparisons. The expectancy research is reviewed primarily in terms of this model. It should be noted that student self-expectancy research is ignored in this review. A Model of Causal Linkages in Explaining Effects of Teacher Expectancies