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It is clear that many teacher expectations might have effects on students to develop continuously with teachers expectations from the result of the research on teachers expectations. The effect of self-fulfilling prophecy became important by the experimental study of Rosenthal and Jacobson. The self-fulfilling effect of teacher expectations was found in cases of intelligence and achievement and student motivation. Those students who are perceived as high performers showed greater achievement in their self-concept of ability in school than those students who are comprehended as low performers. Similar results could be found in the studies on teacher judgments. Many studies showed that students whose achievement was overestimated showed a higher self-concept of ability than students whose achievements was underestimated though both students groups were on the same performance level. It might be predicted that some processes found in teacher anticipation studies can be transmuted to the area of teacher judgment.
The present study relies on a model of self-fulfilling prophecy, emanated from research on teacher expectations, which will be true to teacher judgments. The key is the question that how teacher judgments can influence students’ motivation and emotion. Numerous speculations about self-fulfilling prophecies believe that teacher behavior is the very important element in the transmission. Students can obtain teacher expectations from teachers behavior. They may respond to teachers’ differential behavior at the start by changes in motivation and emotion before intelligence or achievement may be influenced. Therefore, it should be determined whether teacher behavior works as a mediator in the relationship between teacher judgment and students’ motivation and emotion. It would be the missing link in a chain of classroom interactions that helps to understand why teachers’ judgments of students’ achievement are reflected in student’ s motivational-affective outcomes.
Teacher expectations and teacher judgments have some differences but also have some commonalities. Traditionally, teacher expectations are defined as inferences that teachers make about students’ future academic achievement. In contrast, teacher judgments are regarded as estimates of students’ current academic achievement. However, teacher expectations are usually measured in the same way as teacher judgments. Teachers are required to evaluate each student in their class on different dimensions. Through this practice, the borderline between teacher expectations and teacher judgments has become vague and may justify the use of models of self-fulfilling prophecy to explain effects of teacher judgments.
2.Literature Review
2.1 Teacher expectations and teacher judgment
2.1.1 Theoretical models of teacher expectations
The aim of conceptual models of teacher expectations is to explain the development of students in the light of teachers’ false beliefs through an order of different. Causally linked steps. There are various models.
Jussim (1986; Jussim, Smith, Madon, & Palumbo, 1998) differentiated between three processes that all models have in common. In a first step, teachers develop different expectations. In a second step, teachers treat high-expectancy students differently than low-expectancy ones. In a third step, students respond in a way to the treatment which confirms teachers expectations at last. A self-fulfilling prophecy occurred then all model steps are present.
Brophy (1983; Brophy & Good, 1974) differentiated more strongly the processes of interaction between teachers and students by proposing a six-step model.The model assumes the development of a self-fulfilling prophecy through the following steps: (1) Teachers form different expectations about student performance. (2) Teachers behave differently towards the students in accordance with their expectations. (3) Teachers' differential behavior provides students with the information of how to behave in class and to do what is expected. (4) Consistently shown teacher behavior is likely to influence student self-concept, achievement motivation, and level of aspiration as well as interactions with the teacher. (5) These changes in student behavior confirm and reinforce teacher expectations. (6) Ultimately, student achievement and other outcomes are affected in terms of a self-fulfilling prophecy.