Teachers’ expectations, perceptions and sense of responsibility towards student learning

Abstract

The present study was concerned with the perceptions, expectations and responsibility teachers hold towards student learning. These were perceived by analysing the factors that affect teachers’ perceptions and expectations of a pupil. In turn the responsibility held towards student learning was perceived through analysing teacher efficacy and pedagogies. A qualitative methodology was obtained by means of questionnaires with teachers and parents of pupils in Year 4 and Year 5, interviews with teachers in Year 4 and Year 5 and interviews with pupils in Year 4. The main finding is the effects that expectations have on pupil performance and how teachers’ efficacy affects how responsible they feel for the learning taking place. It was found that teachers still remain prone to basing expectations and perceptions on factors such as behaviour and background. However, all the teachers stressed the importance of breaking away from such judgements and instead approaching each pupil as an individual. This, coupled with enthusiasm, efficacy and knowledge will hopefully produce teachers who feel more responsible for the learning taking place in their classroom, exerting pupils to their fullpotential.