TEACHER'S EXPECTATIONS AND PUPILS' ACHIEVEMENTS

NORAZIAH, ABDUL AZIZ and Netty Yushani, Yusof, eds. (2009) TEACHER'S EXPECTATIONS AND PUPILS' ACHIEVEMENTS. Educational Management and Leadership Series . Institut Aminuddin Baki, Genting Highlands, Pahang.

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Abstract

About half-a-century ago, the factors seen by most teachers as that affecting pupil progress were cognitive: that is if the lad had brains, he prospered; if not he struggled. Good teaching and sound methods, of course, could help the slow learners but only marginally (Wiseman, 1970). However, research over the past decades has demonstrated the powerful effects that environment has over educational progress, without denying of course; genetic factors play such an important part in the physical development of human beings, as well as mental and emotional growth. Surveying the effect of environment on educational attainment, the Plowden researchers have demonstrated very clearly that home influence is very much stronger than that of the school. These researchers supported other work, particularly from the United States, in finding that the factors in the home environment that were most strongly related to education attainment and progress were those concerned with the literacy of the home and will of the parent and attitude to education. Siega's finding in Jamaica showed that schools where parents show interest in their children education achieved better examination result (Siann and Unghubu 1980). The most controversial issue as an explanation of differences in school achievement is the teacher's expectations. And there are growing evidences from experiment that a teacher's expectations is one of the most powerful forces - for good or ill - affecting pupils' progress and achievement.

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