Abstract
To determine the stability of teacher expectations six elementary physical education specialists were asked to rate their students according to how they expected each to perform in terms of 4 expectancy variables: (1) over-all physical performance, (2) social relations with peers, (3) cooperative behavior during class, and (4) ability to reason. Each teacher was asked to rate students from a second, fourth and sixth grade class that they were teaching. Eight weeks after the first rating was taken, the teachers were again asked to rate the same students. Product-moment correlations calculated for each teacher showed a high degree of stability across the 4 expectancy variables for all three grades.
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