The Impact Of Perceived Teacher Expectancy On Student's Self-efficacy Between Junior And Senior School

Education equality has always been a hot issue.In a broad sense,Education equality includes equality of educational right,equality of educational starting point,equality of educational process and equity of educational outcome.In a narrow sense,such as in a school or within a class,it means that students should not only have equal access to educational resources,but also be treated by teacher fairly.In view of such a condition,teacher expectancy,as one way of promoting fairness in education,should be seriously taken into consideration by teachers in their teaching process.As for students,in the course of learning,a good academic outcome is under the influence of both external and internal factors.Teacher expectancy,as an external factor,together with student's self-efficacy,plays an important part in students' academic achievement and development.In addition,student's motivation plays a vital role in academic learning.Teacher expectancy,as a kind of outside factors,can have an important impact on students' extrinsic motivation.In China,original reason for most students to take up a English class is extrinsic,especially for junior school students and senior school student.That is to say,in the course of the interaction between teacher and student,a good rapport between teachers and students is critical to creating a right condition for motivated learning.Teacher expectancy,as a outside factor,could have a major impact on student's success.Senior school students and junior school students are sensitive.They are at an important stage of development in their life.Thus,Participants in the present study are 210 student from senior school and junior school.The close relationship between teacher expectancy and student's self-efficacy has been verified by many researches who have found that there is a positive link between them.However,insufficient attention is given to the aspect of exploring and comparing the different impacts of teacher expectancy on student's self-efficacy comparing junior school students and senior school students.To explore the impact of teacher expectancy on student's self-efficacy from a perspective of comparing junior school students and senior school students,this study therefore is designed and conducted so as to answer the following three research questions:(1)What is the difference between junior school students' perception of teacher expectancy and senior school students' perception of teacher expectancy?(2)What is the difference between junior school students' self-efficacy and senior school students' self-efficacy?(3)What aspects might lead to the different impact of teacher expectancy on student's self-efficacy comparing junior school students with senior school students?This is an empirical study in which date are collected by questionnaires.Participants in the present study are 210 students at the Middle School Attached to Sichuan University.The data from questionnaires are typed into the computer.SPSS 21.0 is used for statistics and analysis.After analyzing the data,the results indicates that: First,there is a significant difference in teacher expectancy between junior school students and senior school students.Senior school students' perceived teacher expectancy is higher than that of junior school students.Second,senior school students' self-efficacy is higher than junior school students' self-efficacy.The higher grade students are,the higher self-efficacy they have.Third,teacher expectancy is positively correlated with student's self-efficacy in junior and senior school.The higher teacher expectancy students receive,the higher self-efficacy they have.Fourth,comparing junior school students and senior school students,the different impacts of teacher expectancy on students' self efficacy are: teacher's behavior might has a greater impact on junior school student's sense of objective achieving than that of senior school students;teacher's behavior might has a greater impact on junior school student's sense of positive self-prediction than that of senior school students;teacher's attitude might has a lower impact on junior school student's sense of positive self-prediction than that of senior school students.