Teacher Expectations: Effects on Dyadic Interactions and Self-Concept in Elementary Age Children

Abstract

The purpose of this study was to describe the effects of teacher expectations on specific teacher-student behaviors occurring during physical education instruction. The study further described the effects of teacher expectations on the development of the student's self-concept. Five elementary school teachers were asked to rate their students according to how they expected each to perform in terms of physical achievement. A total of 100 students, the highest 10 and the lowest 10, in each of the five classes, comprised the sample. All five teachers used in the study were experienced physical education teachers who had previous instructional experience with the children under observation. A dyadic version of Cheffers Adaptation of Flanders Interaction Analysis System was the observational tool used to identify the teacher-student behaviors. The Martinek-Zaichkowsky Self-Concept Scale for Children was used to determine whether there were self-concept differences between the two groups. The results of the data analysis showed that the high expectancy group received more encouragement, acceptance of ideas and analytic-type questions and directions from their teachers. In addition, male students were found to give more rote responses than females. In three of the five classes, expected high achievers were also significantly higher in self-concept than low achievers.