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TEACHER EXPECTATIONS AND STUDENT PERFORMANCE: AN EXAMINATION OF THE PERCEPTIONS OF PROSPECTIVE TEACHERS, PRACTICING TEACHERS, AND SUPERINTENDENTS
Abstract
The purpose of this study was to describe and analyze the perceptions of prospective secondary teachers and practicing secondary teachers regarding statements of teacher expectations. The relationship between the rank order of preferred responses to each statement by prospective teachers, practicing teachers, and superintendents was also examined. The population for this study included school superintendents, practicing secondary teachers, and prospective secondary teachers. From these populations, the samples included 30 superintendents, 300 prospective teachers, and 264 practicing teachers. A survey instrument including statements of teacher expectations was developed to collect data from the three sample groups. A panel of experts was used to validate the statements; twenty-nine statements were valided for use on the survey instrument. With "Agree" or "Disagree" as the response format of the instrument, feedback received from the superintendents was used to determine which survey statements had a preferred response. Statements with no preferred response were excluded from the data analysis procedures. Individuals selected for participation were mailed a copy of the survey instrument. The participants were directed to respond with "Agree" or "Disagree" to each statement and return the completed instrument. Two data analysis procedures were used in this study. First, a chi square test of homogeneity was computed to determine the relationship between the perceptions of prospective teachers and the perceptions of practicing teachers regarding the teacher expectation statements. Secondly, Spearman's coefficient of rank correlation was used to determine the significance between the rank order of preferred responses to the statements by prospective teachers, practicing teachers, and superintendents. For twenty of the twenty-four statements included in the data analysis procedures, the responses of practicing teachers and prospective teachers were similar. Spearman's rank correlation coefficient indicated a significant positive relationship between the rank order of preferred responses. The results showed prospective teachers, practicing teachers, and superintendents generally agreed in their perceptions of statements regarding teacher expectations.
Subject Area
School administration
Recommended Citation
ARGANBRIGHT, JERRY LEE, "TEACHER EXPECTATIONS AND STUDENT PERFORMANCE: AN EXAMINATION OF THE PERCEPTIONS OF PROSPECTIVE TEACHERS, PRACTICING TEACHERS, AND SUPERINTENDENTS" (1983). ETD collection for University of Nebraska-Lincoln. AAI8318646.
https://digitalcommons.unl.edu/dissertations/AAI8318646