A study of reliability, validity and development of the teacher expectation scale

Yıl 2022, , 787 - 807, 30.09.2022

Hasan İğde , Levent Yakar

https://doi.org/10.21449/ijate.976585

Öz

This study aims to develop a ‘Teacher Expectation Scale’ (TES) to accurately and reliably measure teachers' expectations from their students. The development process of TES has an exploratory mixed method research design. The maximum variety sampling method was used when collecting qualitative data for the study, and the simple random sampling method was used for quantitative data. In the study groups of the research, there are 27 teachers for semi-structured interviews, 423 teachers for Exploratory Factor Analysis (EFA) and 750 teachers for Confirmatory Factor Analysis (CFA). For the content and face validity of the scale, six experts' opinions were obtained. A structure consisting of 36 items and 2 factors was revealed, which explains 73.54% of the total variance as a result of EFA. It has been seen that the items contained in TES show high levels of affiliation to the relevant factors and that all items are discriminative. The explored structure with EFA was evaluated using CFA. The following results were obtained when examining the compliance indices of the obtained model: χ²/df=4.53<5; CFI=0.99; TLI=0.99; RMSEA=0.07; SRMR=0.05. From the calculated reliability coefficients, McDonald's Omega (0.98) and stratified alpha coefficient (0.96) for the scale overall and Cronbach alpha coefficient (.98) for the dimensions were obtained. Reliability and validity results, obtained from TES showed that it is a valid and reliable measurement tool with two factors and 36 items. The subject of teacher expectation can be examined in terms of many variables using TES developed in the current research.

Anahtar Kelimeler

Teacher expectation, Classroom-level teacher expectations, Self-fulfilling prophecy

Teşekkür

Göstereceğiniz emek için şimdiden çok teşekkürler...

Kaynakça

• Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents' cognitive engagement and achievement in mathematics. The Journal of Educational Research, 105(5), 319 328. https://doi.org/10.1080/00220671.2011.629694
• Auwarter, A.E., & Aruguete, M.S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. The Journal of Educational Research, 101(4), 242-246. https://doi.org/10.3200/JOER.101.4.243-246
• Babad, E., Inbar, J., & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474. https://doi.org/10.1037/0022-0663.74.4.459
• Barriga, C.A., Rodríguez, C., & Ferreira, R.A. (2019). Factors that bias teacher expectations: Findings from Chile. Revista Latinoamericana de Psicología, 51(3), 171-180. https://doi.org/10.14349/rlp.2019.v51.n3.4
• Brophy, J.E., & Good, T.L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374. https://doi.org/10.1037/h0029908
• Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum [Data analysis handbook for social sciences, statistics, research design, SPSS applications and interpretation] (28th ed.). Pegem Academy.
• Büyüköztürk, Ş., Kılıç-Çakmak, Erkan-Akgün, O., Karadeniz, Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education] (26th ed.). Pegem Academy.
• Chen, Y.-H., Thompson, M.S., Kromrey, J.D., & Chang, G.H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79, 452 477. https://doi.org/10.1080/00220973.2010.547888
• Cooper, H.M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 389-410. https://doi.org/10.3102/00346543049003389
• Creswell, J.W. (2019). A concise introduction to mixed methods research. M. Sözbilir (Ed.). Pegem Academy.
• Creswell, J.W., & Plano Clark, V.L. (2018). Karma yöntem araştırmaları, tasarımı ve yürütülmesi [Designing and conducting mixed methods research]. Y. Dede, & S.B. Demir (Eds.). Anı Publication.
• Çokluk, O., Şekercioğlu, G., & Büyüköztürk, S. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics SPSS and LISREL applications for social sciences]. Pegem Academy.
• Darley, J.M., & Fazio, R.H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35(10), 867 881. https://doi.org/10.1037/0003-066X.35.10.867
• de Boer, H., Bosker, R.J., & van der Werf, M.P.C. (2010). Sustainability of teacher expectation bias effects on long term student performance. Journal of Educational Psychology, 102(1), 168-179. https://doi.org/10.1037/a0017289
• de Jong, R.J., van Tartwijk, J., Verloop, N., Veldman, I., & Wubbels, T. (2012). Teachers’ expectations of teacher–student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education, 28(7), 948 956. https://doi.org/10.1016/j.tate.2012.04.009
• Demanet, J., & van Houtte, M. (2012). Teachers' attitudes and students' opposition to school misconduct as a reaction to teachers' diminished effort and effect. Teaching and Teacher Education, 28, 860-869. https://doi.org/10.1016/j.tate.2012.03.008
• Denessen, E., Keller, A., van den Bergh, L., & van den Broek, P. (2020). Do teachers treat their students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Hindawi Education Research International, 2020(2471956), 1-18. https://doi.org/10.1155/2020/2471956
• Diamond, J.B., Randolph, A., & Spillane, J.P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75 98. https://doi.org/10.1525/aeq.2004.35.1.75
• Dusek, J.B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327 346. https://doi.org/10.1037/00220663.75.3.327
• Eden, D., Geller, D., Gewirtz, A., Tenner, G.N., Inbar, I., Liberman, M., Pass, Y., Segev, I.S., & Shalit, M. (2000). Implanting pygmalion leadership style through workshop training: Seven field experiments. Leadership Quarterly, 11(2), 171 210. https://doi.org/10.1016/S1048-9843(00)00042-4
• Erçetin, Ş.Ş., Akbaşlı, S., & Baysülen, E. (2020). Managers' and teachers' expectations from students and students' perception of these expectations. International Journal of Society Researches, 16 (Education and Society Special Issue), 5941 5954. https://doi.org/10.26466/opus.705266
• Eryılmaz, A. (2013). Motivation and amotivation at school: Developing the scale of expectations from the teacher about class engagement. Mehmet Akif Ersoy University Journal of Education Faculty, 13(25), 1-18.
• Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Contemporary Educational Psychology, 41, 1 12. https://doi.org/10.1016/j.cedpsych.2014.10.006
• Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
• Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 1-17. https://doi.org/10.1016/j.learninstruc.2019.101296
• Gershenson, S., Holt, S.B., & Papageorge, N.W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224. https://doi.org/10.1016/j.econedurev.2016.03.002
• Good, T.L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(4), 32 47. https://doi.org/10.1177/002248718703800406
• Good, T.L., Sterzinger, N., & Lavigne, A. (2018). Expectation effects: Pygmalion and the initial 20 years of research. Educational Research and Evaluation, 24(3-5), 99-123. https://doi.org/10.1080/13803611.2018.1548817
• Gökdere, E. (2013). Management of teacher expectations. Education and Society in The 21st Century, 2(5), 179-183.
• Gregory, A., & Huang, F. (2013). It takes a village: The effects of 10th-grade college-going expectations of students, parents, and teachers four years later. American Journal of Community Psychology, 52, 41-55. https://doi.org/10.1007/s10464-013-9575-5
• Hinnant, J.B., O'Brien, M., & Ghazarian, S.R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662-670. https://doi.org/10.1037/a0014306
• İğde, H. (2021). A review study on the phenomenon of teacher expectation. The Journal of Turkish Educational Sciences (JTES), 19(2), 1366 1390. https://doi.org/10.37217/tebd.988678
• Kline, P. (1994). An easy guide to factor analysis. Guilford Publications.
• Kline, R.B. (2019). Exploratory and confirmatory factor analysis. Y. Petscher, & C. Schatsschneider (Eds.), Applied quantitative analysis in the social sciences (pp.171-207). Routledge.
• Kuş, Z., & Çelikkaya, T. (2010). Social sciences teachers' expectations for effective social sciences teaching. Van Yüzüncü Yıl University Journal of Education, 7(2), 26-51.
• Li, Z. (2016). The magnitude of teacher expectation effects: Differences in students, teachers and contexts. International Journal of Learning Teaching and Educational Research, 15(2), 76-93. Access address: http://ijlter.org/index.php/ijlter/article/view/612
• Li, Z., & Rubie-Davies, C.M. (2017). Teachers matter: Expectancy effects in Chinese university English-as-a-foreign-language classrooms. Studies in Higher Education, 42, 2042-2060. https://doi.org/10.1080/03075079.2015.1130692
• Merton, R.K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193-210. https://doi.org/10.2307/4609267
• Ministry of National Education, (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. Directorate General for Teacher Training and Development. https://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
• Ministry of National Education, (2021, 21 January). Okullar ve diğer kurumlar [Schools and other institutions]. http://www.meb.gov.tr/baglantilar/okullar/index.php?ILKODU=46
• Ocak, G., & Park, F. (2019). Developing analytical thinking scale for high school students. Afyon Kocatepe University Journal of Social Sciences, 22(1), 49-68. https://doi.org/10.32709/akusosbil.565699
• Öztürk, B., Koç, G., & Tezel-Şahin, F. (2002). Behavioral differences of the classroom teachers about high and low expected students. The Journal of Educational Sciences and Practice, 1(2), 161-181.
• Papageorge, N.W., Gershenson, S., & Kang, K.M. (2019). Teacher expectations matter. Review of Economics and Statistics, 102(2), 234-251. https://doi.org/10.1162/rest_a_00838
• Park, J.H., & Byun, S.Y. (2020). Principal support, professional learning community, and group-level teacher expectations. School Effectiveness and School Improvement, 32(1), 1-23. https://doi.org/10.1080/09243453.2020.1764061
• Peterson, E.R., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers' explicit expectations and ımplicit prejudiced attitudes to educational achievement: relations with student achievement and the ethnic achievement gap. Learning and Instruction, 42, 123-140. https://doi.org/10.1016/j.learninstruc.2016.01.010
• Raykov, T. (1998). Coefficient alpha and composite reliability with ınterrelated nonhomogeneous items. Applied Psychological Measurement, 22(4), 375-385. https://doi.org/10.1177/014662169802200407
• Regalla, M. (2013). Teacher expectations and students from low socioeconomic background: A perspective from Costa Rica (ED540254). ERIC. https://eric.ed.gov/?id=ED540254
• Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers' attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35(2), 303 333. http://hdl.handle.net/10072/47128
• Rosenthal, R. (1974). On the social psychology of the self-fulfilling prophecy: Further evidence for pygmalion effects and their mediating mechanisms. MSS Modular Publications.
• Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston.
• Rubie, C.M. (2004). Expecting the best: Instructional practices, teacher beliefs and student outcomes (Publication No. 3129406) [Doctoral dissertation, Auckland University]. Auckland Campus Repository. https://researchspace.auckland.ac.nz/bitstream/handle/2292/28/02whole.pdf
• Rubie-Davies, C.M. (2015). Becoming a high expectation teacher: Raising the bar. Routledge. https://doi.org/10.4324/9781315761251
• Rubie-Davies, C.M. (2007). Classroom interactions: Exploring the practices of high and low expectation teachers. British Journal of Educational Psychology, 77(2), 289-306. https://doi.org/10.1348/000709906X101601
• Rubie‐Davies, C.M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121-135. https://doi.org/10.1348/000709909X466334
• Rubie-Davies, C.M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537 552. https://doi.org/10.1002/pits.20169
• Rubie-Davies, C.M., Flint, A., & McDonald, L.G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270-288. https://doi.org/10.1111/j.2044-8279.2011.02025.x
• Rubie Davies, C.M., Meissel, K., Alansari, M., Watson, P., Flint, A., & McDonald, L. (2020). Achievement and beliefs outcomes of students with high and low expectation teachers. Social Psychology of Education, 23(5), 1173-1201. https://doi.org/10.1007/s11218-020-09574-y
• Rubie-Davies, C.M., & Peterson, E.R. (2016). Relations between teachers' achievement over and underestimation, and students' beliefs for Maori and Pakeha students. Contemporary Educational Psychology, 47, 72 83. https://doi.org/10.1016/j.cedpsych.2016.01.001
• Sarıtepeci, M. (2018). Adaptation study of the achievement motivation scale based on value-expectancy theory. International Journal of Education Science and Technology, 4(1), 28-40.
• Sazak-Pınar, E., Çifçi-Tekinarslan, I., & Sucuoğlu, B. (2012). Assessing teachers' and mothers’ expectancies for social skills of children with mental retardation. Elementary Education Online, 11(2), 353-368.
• Sweatt, S. (2000). The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement (Publication No. 49945119) [Doctoral dissertation, University of North Texas]. UNT Digital Library. https://digital.library.unt.edu/ark:/67531/metadc2691/
• Szumski, G., & Karwowski, M. (2019). Exploring the pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students' math achievement. Contemporary Educational Psychology, 59, 1 10. https://doi.org/10.1016/j.cedpsych.2019.101787
• Tabachnick, B.G., & Fidell, L.S. (2015). Using multivariate analysis. Harper Collins College Publishers.
• Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics, 41(2), 191 207. http://dx.doi.org/10.1023/A:1003953801526
• Timmerman, M.E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209-220. https://doi.org/10.1037/a0023353
• Timmermans, A.C., & Rubie-Davies, C.M. (2018). Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance. Educational Research and Evaluation, 24(3-5), 241-263. https://doi.org/10.1080/13803611.2018.1550837
• Tutkun, C., & Dinçer, C. (2015). An examination on expectations regarding the social skills considered critical for preschoolers' success. Ankara University Journal of Faculty of Educational Sciences, 48(1), 65-85.
• van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R.W. (2010). The implicit prejudice attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497-527. https://doi.org/10.3102/0002831209353594
• Wang, S., Meissel, K., & Rubie Davies, C.M. (2021). Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach. Social Psychology of Education, 24(5), 1305-1333. https://doi.org/10.1007/s11218-021-09654-7
• Wang, S., Rubie-Davies, C.M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation. 24(3-5), 124-179. https://doi.org/10.1080/13803611.2018.1548798
• Watson, P.W.S.J., Rubie-Davies, C.M., Meissel, K., Peterson, E.R., Flint, A., Garrett, L., & McDonald, L. (2017). Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier? Gender and Education, 31(8), 1-20. https://doi.org/10.1080/09540253.2017.1410108
• Wheaton, B., Muthen, B., Alwin, D.F., & Summers, G.F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84 136. https://doi.org/10.2307/270754
• Yaşlıoglu, M.M. (2017). Factor analysis and validity in social sciences: Application of exploratory and confirmatory factor analyses, Istanbul University Journal of the School of Business, 46(Special Issue), 74-85.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (9th Extended Ed.). Seçkin Publisher.
• Yurtal, F., & Yontar, A. (2006). Sınıf öğretmenlerinin öğrencilerinden bekledikleri sorumluluklar ve sorumluluk kazandırmada kullandıkları yöntemler [The responsibilities that classroom teachers expect from their students and the methods they use to gain responsibility]. Çukurova University Journal of Social Sciences Institute, 15(2), 411-424.
• Yüksel, S. (2017). The effect of improving teacher expectancy strategies on the attitudes and academic achievement of students in English course (An example of action research) [Unpublished master's thesis]. University of Düzce.
• Zhu, M., Urhahne, D., & Rubie-Davies, C.M. (2018). The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes. Educational Psychology, 38, 648-668. https://doi.org/10.1080/01443410.2017.1412399