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ERIC Number: EJ883217
Record Type: Journal
Publication Date: 2010-May
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0305-5698
The Extent to Which Teacher Attitudes and Expectations Predict Academic Achievement of Final Year Students
Jacobs, Nicky; Harvey, David
Educational Studies, v36 n2 p195-206 May 2010
Competition in the market is a perennial and ever-increasing problem for independent schools. How schools can meet this pressure and find ways to attract (the best) students is a continuing question and one that will get more onerous as the government funding for education is, in relative terms, decreasing. One of the ways in which schools can show their worth is the attraction of the best teachers and being able to show potential clients how their staff contribute to the academic success of their graduating students. This study considers the relationship between teachers' attitudes toward their work and the expectations and the extent to which their attitudes and expectations predict the academic achievements of their final year students. Results found that academic achievement is enhanced when school leadership provides an academically oriented context where values and expectations of high academic achievement are part of the school culture. Other teacher variables found to improve academic achievement are the teachers' need for greater input into decision-making at their schools; less formalisation of rules, procedures and process; and support through personnel, facilities, finances, equipment and resources. (Contains 3 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia