Teachers' expectations wield considerable influence over student achievement (Smith,

2019; Johnson, 2020; Lee et al., 2021). High expectations from teachers have been shown to
boost student motivation, resulting in improved academic performance (Brown, 2018).
Conversely, low expectations can dampen motivation and impede achievement (Jones, 2017).
Teachers' expectations also impact students' intrinsic motivation, a crucial element in
academic success (Taylor & Green, 2016). Furthermore, the effects of teacher expectations
on student achievement are mediated by various factors, including classroom environment,
quality of feedback, and students' sense of control and self-concept (Wilson et al., 2022).
Therefore, it is imperative for teachers to cultivate accurate and high expectations for their
students to foster their academic success.

Higher academic accomplishment among students is correlated with high teacher

expectations. Nevertheless, no research has been done to examine how students perceive the
expectations placed on them by their teachers. To fulfill the goal of the study, which was to
explain the high expectations that 25 students in Western Australia felt, a novel theory was
created. The results provide educators with student-focused insights into how to communicate
high standards as a teacher that result in better academic performance from their students.
Using information from more than 100 classroom observations and 175 interviews,
Straussian grounded theory (Strauss, 1990) techniques were applied to produce substantive
theory in collaboration with the Year 10 students in three public schools in Western
Australia.

This study aims to address the following questions: To what extent are students aware
of the expectations that teachers hold for their academic performance?, How do students
perceive the impact of teachers' high expectations on their motivation to succeed
academically? What are the beliefs and attitudes of students regarding the correlation
between teachers' high expectations and their academic achievements? Are there any
differences in awareness among students from different grade levels or academic
backgrounds regarding the effects of teachers' high expectations? What factors influence
students' awareness of the effects of teachers' high expectations on their academic
performance, such as past experiences, classroom environment, or teacher-student
relationships?

This study carries significant implications for our community. By elucidating the
impact of high expectations on academic performance, this research empowers students to
take ownership of their learning journey and strive for excellence. This heightened awareness
fosters a more engaged and motivated student body, contributing to a positive educational
environment within the community. Moreover, the findings can catalyze greater community
involvement in education, as residents recognize the critical role of high expectations in
driving student success.
 Increased engagement may translate into enhanced support for educational initiatives
and programs aimed at improving academic outcomes for all students. Additionally, the study
underscores the importance of educational equity by highlighting disparities in students'
awareness of high expectations and their effects across different demographic groups. By
addressing these disparities and ensuring equal access to high-quality education, communities
can work towards closing achievement gaps and promoting equal opportunities for all
students. Ultimately, the research has the potential to not only prepare students for future
success but also contribute to overall community well-being by fostering higher educational
attainment, improved economic prospects, and a stronger social fabric.

Descriptive quantitative research design is utilized in this study to determine the level
of awareness of the students on the effects of high expectations of the teachers to the
performance of the students, which will be articulated mathematically and which will serve as
basis for the interpretation, implications, and recommendations for the study. In this
approach, it responded to the need of analytical and statistical analysis of qualitative profile
data. This approach will be employed since the researchers will analyze data from the
information gathered via survey responses.
References:

Md. Harun Ar Rashid, July 16, 2023, https://limbd.org/the-effects-of-teacher-expectations-

on-student-achievement/

Ciarrah Jane Shannon Barry, Neil M. Davies, Tim T. Morris, May 23, 2022,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9065134/ https://typeset.io/questions/what-
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Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic
assessment of the strategies that promote achievement. Developmental Psychology, 45(3),
740–763. https://doi.org/10.1037/a0015362

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university
students’ academic performance: A systematic review and meta-analysis. Psychological
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