‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students

Abstract Teacher expectation research has continued to establish an association between what teachers expect of their students and accomplish academically. These expectations affect when they are communicated by through differential treatment in the class, but no qualitative sought adolescent students’ points view about how experience teacher effects. This paper presents new findings that explain Grade 10 experienced teachers’ ways reflected impacted academic outcomes. Classic grounded theory methods were used develop this knowledge, which implications for educated for, practice, interacting with secondary school students. The data from more than 100 interviews 175 classroom observations three Western Australian metropolitan public schools. Students’ voices projected, explaining convey high interactions instil confidence discussion invokes a connection Bandura’s Social Cognitive Theory its enduring tenants self-efficacy beliefs mastery learning experiences.