The Mediating Role of Teacher and Student Academic Behaviors in Explaining Relations between Teacher Expectations and Academic Performance: Implications for Classroom Instruction

Abstract

This study examined the role of teacher and student academic behaviors
as mediators of the effect of teacher expectations on academic performance. Data
pertaining to these variables were obtained from 28 students (16 high ability and 12
low ability students) and one mathematics teacher in Bahir Dar preparatory school.
Teacher expectations, teacher behavior, and student academic behavior were
measured using scales, and academic performance was assessed in terms of
students’ average score in mathematics. Analysis involving multiple regressions
suggested that teacher expectations did not independently contribute to academic
performance. However, teacher expectations appeared to have an effect on
students’ academic performance indirectly via their significant relations with teacher
and students’ academic behaviors. The estimated path model confirmed that the
effect of teacher expectations become greater as they operate indirectly through
teacher and academic behaviors.