Considering race, gender, and behavior in the classroom: teacher perceptions and student achievement

Researchers have long sought to discover the variables necessary for optimal student achievement. In recent years, more attention has been focused on the nature of the teacher-pupil relationship and on teacher characteristics that promote student learning. Teacher efficacy and expectation have been identified as two factors that contribute to student achievement. The purpose of this study was to investigate differences in teacher efficacy and expectations for different types of students. This study was specifically focused on examining differences in teacher perceptions by student race, gender, grade level, and behavioral cluster. The study sought to determine the extent to which teacher efficacy and expectation can predict student academic achievement.