The Future of Education

Although teacher expectations are critical to students’ academic success, less is known about factors that shape teacher expectations for students. The current study addressed this issue by identifying teacher- and school-level factors associated with teacher expectations. Using contextual data provided by mathematics and science teachers and school administrators from the High School Longitudinal Study of 2009, we found that greater principal support and professional learning community were significantly associated with higher teacher expectations, even after controlling for other variables. We also found that the relationship between principal support and teacher expectations was mediated by professional learning community. Scholarly and policy implications of these findings are discussed.

Keywords: principal support, professional learning community, teacher expectations of students;

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