Abstract
According to the teacher expectation hypothesis, teacher expectations of pupils determine, in part, the pupil's actual level of performance. There continues to be great interest in this hypothesis as reflected in the numerous theoretical and empirical developments which have appeared in the literature. The thesis of this paper, however, is that there are weaknesses associated with conceptualing the teacher expectation variable and with treatments of the variable in research. This thesis is supported through a review of efforts to develop a teacher expectancy construct and an examination of treatments of the expectancy variable in past research. The article concludes with a set of recommendations regarding the treatment of the expectation variable in future research on the teacher expectancy hypothesis.
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