Teachers' expectations and self-fulfilling prophecies

Abstract

The aim of this study was to explore the process by which teachers formulate expectations and through, classroom interaction communicate them to their pupils and render them self-fulfilling prophecies. Ethnographic research was carried out in three Maltese State PrimaryYear II classes. Observations and unstructured interviews in the natural classroom set-ups were recorded throughout a period of three months. The teachers' social construction of reality, case studies of the teachers' construction of pupils' identity, and the teachers' role as agents of social control were investigated. Investigations in the light of research work carried out abroad in this area show that extra - classroom pressures contribute to the generation of teachers' expectations; teachers' self-fulfilling prophecies play a very important role in the construction of pupils' identity; and teachers' differential interaction enhances social stratification in the classroom.