DefinePK

Abstract

This study explores the role of teacher expectations in shaping student outcomes, focusing on the impact of teachers' beliefs and behaviors on student achievement, motivation, self-perception, and engagement. Conducted in Tehsil Khairpur, Sindh, the study involved 108 teachers from 13 elementary schools, selected through stratified random sampling. A self-structured, Likert-type questionnaire was used to collect data, which was analyzed using descriptive and inferential statistics, including t-tests, ANOVA, Pearson correlation, and regression analysis. The results revealed a strong positive correlation between high teacher expectations and improved student achievement. Teachers who set challenging goals, provided positive feedback, and created a supportive learning environment were more likely to have high expectations, which positively influenced student self-confidence and motivation. Additionally, significant differences were found in teacher expectations based on gender and years of teaching experience, with female teachers and those with more experience demonstrating higher expectations. The findings underscore the importance of fostering positive teacher expectations through professional development and collaborative practices to enhance student learning outcomes. Practical strategies for improving teacher expectations are also discussed, providing valuable insights for educators aiming to promote student success.