Teacher expectations: Investigating how teacher expectations can influence student performance and motivation

This study explores how teacher expectations act as powerful forces shaping student success and motivation in different school systems. By analyzing research from 15 countries, we found that what teachers expect from students significantly predicts academic paths through self-fulfilling prophecies, often influenced by unconscious biases and school structures. Students from marginalized groups are frequently underestimated, especially in systems that separate students by ability (like Germany and the Netherlands). However, approaches emphasizing student support (Finland) and assessments focused on growth (Norway) show promise in reducing these gaps. These expectation patterns reflect ingrained institutional practices that can reinforce social inequalities. Yet, targeted policy changes, such as Japan’s collaborative teacher training and Rwanda’s incentive programs, demonstrate potential for positive change. Our findings highlight the need for teacher training focused on equity, culturally responsive assessments, and fairer systems to address these structural issues.