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Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF QUEZON CITY
HOLY SPIRIT NATIONAL HIGH SCHOOL
Title
Analyzing the Influence of Teacher Expectations on Academic

Performance of Junior High School Student in Holy Spirit National High School
Submitted To
MR. JOVER P. BERNABE

Practical Research 2 Teacher
Submitted By:
Carl Alldion Villasquez

Geselyn Taboso
Henry Taguinod
Jovelyn Padoc
Richard Mark Nolasco
October 2023
i
CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
Education is crucial for human development, and the teachers are the
instrument to determine the student's future. The influence of teacher
expectations on students' academic performance, or the "Pygmalion effect",
which holds that when teachers maintain high expectations for their students,
those students are more likely to achieve higher levels of academic success, is
an intriguing aspect of this dynamic (Szumski, et al. 2019). On the other hand,
if standards are too low, students might not reach their full potential.
The cornerstone of both individual development and societal
progress is education. A few of the factors influencing students' academic
performance throughout their educational journey are the learning
environment , teaching methods, and teacher support . Among these factors,
the significance of understanding has become clear.
Holy Spirit National High School, located in Santo Ireneo St., Dona
Juana Ext., Barangay Holy Spirit Quezon City has a rich history of academic
achievement and has consistently aimed to provide its students with a high-
quality education.
1
Teacher expectations have been subject of scholarly interest and
discussion for decades. these expectations refer to the beliefs and assumptions
educators hold about their students' abilities, potential, and prospects for
success. The fundamental concept underlying teachers expectations is that
these beliefs can inadvertently become self-fulfilling prophecies. In other words,
when teachers believe their pupils will succeed, they tend to offer more help,
set more difficult tasks and cultivate an environment that supports learning.
The importance of teacher expectations has been highlighted in the
field of education research. The expectations that teachers have for their
students' abilities, potential, and future achievement are referred to as teacher
expectation . These expectations may affect a teacher's conduct, interactions,
and instructional choices in the classroom. It is crucial to comprehend how
teachers' expectations affect students' academic achievement, especially in the
setting of junior high school education. During this stage of education, pupils'
attitudes toward learning , self-esteem, and academic self-concept are
developing. A significant motivation for kids, positive teacher expectations can
help create a supportive learning environment and inspire them to pursue
excellence. Negative teacher expectation, on the other hand, may have negative
repercussions, possibly lowering their academic advancement.
Although educational research has given a lot of attention to
the effect of teacher expectations on student performance, little is known about
2
how they specifically affect students in junior high school. In order to close this
knowledge gap, the current study uses Holy Spirit National High School as its
research location. By examining the connection between teacher expectations
and the academic performance of junior high school in this environment, we
hope to shed light on the subtleties of this dynamic.
3
RELATED LITERATURE
The study includes extensive literature reviews on the influence of
teacher expectations in academic performance.
Foreign Literature
According to the study of Szumski and Karwowski (2019), provides
empirical evidence supporting the existence and persistence of the Teacher
Expectancy Effect in a Polish middle-school setting. It also sheds light on the
mediating role of students' academic self-concept and the broader class-level
impact of teacher expectations. Additionally, it recognizes that TEE may be
influenced by factors such as socioeconomic status and the presence of
students with disabilities in the classroom. These findings have implications for
educational practice and highlight the importance of fostering high
expectations among teachers to positively impact students' academic
outcomes.
Teacher Expectations
According to Liou and Rojas (2016), suggests that theory centers on
creating learning conditions that promote empowerment and excellence among
Latina/o students. It emphasizes the importance of culturally responsive

1
education, strong teacher-student relationships, and an academic environment
that values the unique assets and perspectives of the students. Ultimately, the
teacher’s approach aims to help his students thrive academically and
personally, contributing to their empowerment and success. Moreover, it
suggests that fostering high expectations for all students, regardless of gender
or background, can positively influence their academic achievement.
Additionally, it highlights the need for teacher awareness and training to
mitigate biases and ensure that every student receives fair and equitable
educational opportunities (Wang et al., 2021). Furthermore, the potential bias
in teacher expectations based on student-teacher demographic mismatch. It
underscores the importance of addressing these biases to create a fair and
equitable educational environment, particularly for traditionally disadvantaged
students who may be disproportionately affected by lower expectations
(Gershenson et al., 2016). Lastly, the influence of racial stereotypes on teacher
appraisals of Asian American students. It reveals that these appraisals, which
often favor Asian students, can impact their educational opportunities and
success. The need to address and challenge such biases to ensure equitable
educational experiences for all students, regardless of their racial or ethnic
background (Okura,2022)
2
Academic Performance of Students
According to Camacho-Morles et al., (2021), that emotions are
integral to the academic experience, and different emotions have varying
impacts on academic performance. Moreover, provides insights into the
relationship between the "students as customers" approach, consumer
orientation, and academic performance. It indicates that the adoption of a
consumer perspective by students may have a negative impact on their
academic achievements (Bunce et al., 2016). Furthermore, Ariastuti and
Wahyudin (2022), imply that tailoring teaching methods to align with students'
learning styles may have a positive impact on their educational outcomes.
However, it's essential to recognize the study's limitations, including the
relatively small sample size and the specific context of English Education
majors, when considering the broader implications for teaching and learning.
Then, Alhadabi and Karpinski (2020), study the influence of a consumer
orientation on students' academic performance in higher education in England.
It raises questions about the impact of a consumer-centric approach and
underscores the importance of addressing and balancing students' roles as
learners and consumers to ensure a productive and equitable educational
experience. When,the interconnectedness of academic self-efficacy,
metacognitive learning strategies, learning-related emotions, and academic
performance among medical students. It suggests that addressing these factors

3
can lead to improved educational outcomes and better-prepared medical
professionals (Hayat et al., 2020)
Local Literature
According to the study of Iringan (2016),indicates that there is a
significant positive relationship between ICT literacy and self-efficacy among
Junior High School students. It highlights the importance of promoting ICT
literacy and self-efficacy enhancement programs in schools to better prepare
students for the digital age and their future educational and professional
endeavors.
Teacher Expectations
According to the study of Rudio et al., (2020),the orientation tasks, rapport
with the academic community, practicum environment, auxiliary services, and
student-teachers activities in the department are highly observed. Moreover,
The Department of Education should look at the teachers' well-being and
strengthen the existing program that supports newly hired teachers (No et al.,
2022). Besides, underscores the complex interplay of religiosity, optimism,
well-being, and contentment among teachers facing the adversities of the
COVID-19 pandemic. It suggests that religiosity may serve as a source of

4
optimism and well-being, ultimately contributing to contentment (Edara et al.,
2021). Additionally, it has consistently demonstrated a link between teachers’
expectations and students’ academic achievements. These expectations can
exert an influence on students when teachers communicate them through
varying treatment within the classroom. However, it is noteworthy that prior
qualitative research has not adequately explored the perspectives of adolescent
students regarding how they personally experience these teacher expectation
effects (Johnston et al., 2021).
Teacher Expectations on Academic Performance
According to the study of Racca et al., (2016),the findings indicate that
a majority of the Grade 8 students at the Philippine Science High School in
Northern Luzon possessed English language proficiency at a satisfactory level.
Additionally, most students demonstrated very good academic performance in
Science and Mathematics, while their performance in English was at the good
level. Additionally, most students demonstrated very good academic
performance in Science and Mathematics, while their performance in English
was at the good level. Importantly, the study revealed a significant relationship
between students’ English language proficiency and their academic
performance in each of the three subjects—Science, Mathematics, and English.
This suggests that the students’ English language skills are connected to their
5
academic achievements in these specific subjects. Moreover, Francisco (2020)
conducted a study in private schools and found that instructional practices of
teachers had varying effects on students' academic performance in different
subjects. However, the combined effects of planning, teaching, and assessment
practices did not significantly impact academic performance. And, Sezgin
(2022) examined the perception and expectations of teacher leadership among
secondary school teachers and found that teachers had higher perception and
expectations in the dimension of "Professional Development" compared to
"Corporate Development" and "Collaboration with colleagues." Furthermore,
Basbas (2022) focused on the criterion-based review of teachers' classroom
performance in a Philippine school in Dubai and found that both school
administrators and teachers provided realistic feedback about classroom
performance. Lastly, the academic Performance in Mathematics of the
respondents from grade 9 and grade 10 are both satisfactory. The respondents'
level of Performance during the pre-test did not meet expectations for both
grade 9 and grade 10. In contrast, the respondents' level of Performance after
using cooperative learning is both satisfactory for grade 9 and grade 10. The
computed significance value for grade 9 and grade 10 indicates a significant
relationship between the respondents' academic Performance in
Mathematics and pre-test level of Performance (Dimatacot and Parangat 2022)
6
Synthesis of Related Literature and Studies
After a thorough review of related studies and literatures, it can be said
that underscores the importance of teacher expectations, equitable educational
experiences, addressing biases, and tailoring teaching methods to students'
needs. It also emphasizes the influence of emotions on academic performance
and the potential impact of a "students as customers" approach. Furthermore,
the role of ICT literacy and self-efficacy in preparing students for the digital age
is highlighted. This comprehensive overview provides valuable insights for
educators and policymakers.
Research Problems
This study aims to investigate how teacher expectations influence the
academic performance of Junior High School Students in Holy Spirit National
High School. Particularly, it will seek to answer the following questions:
1.What is the demographic profile of the respondents in term of:
1.1 Name (Optional)
1.2 Age
1.3 Sex
1.4 Grade Level
2.What are the teacher expectations towards academic performance of the
Junior High School Students?

7
3.What is the academic performance of the respondents at the end of first
grading?
4.How do the teacher expectations influence the academic performance of
Junior High School Students?
Theoretical Framework
The research study is anchored on Teacher Expectations on Academic
Performance of Junior High School Students, Pygmalion Effect, Cultural and
Socioeconomic, and Self- Efficacy factors that may help explain the
relationship.
Conceptual Framework
Figure 1:The Conceptual Paradigm of the study
Moderating Variables
Teaching methods Student characteristics School Environment
Teac
Academic Performance
Mediating Variable
Independent Variable Academic self-efficacy Dependent Variable
This study Investigate how these variables interact and whether teacher
expectations significantly affect academic performance, with academic self-

8
efficacy mediating this relationship. Additionally, It explore how student
characteristics, teaching methods, and the school environment moderate these
connections.
Scope and Limitations
This study focuses on junior high school pupils of Holy Spirit National
High School . The respondents will be chosen from particular grade levels at
this school. The study will look at how academic achievement is impacted by
teacher expectations. It will look at the many levels (high, moderate, low) of
teacher expectations and how these expectations may be impacted by things
like student behavior, socioeconomic position, and prior performance. Through
the use of a variety of criteria, such as grades, test scores, and overall
academic accomplishment, the study will evaluate academic performance. The
study will look into how students' confidence in their capacity for academic
success, or academic self-efficacy, plays a mediating role. The link between
academic performance and instructor expectations may be explained in part by
this issue.
The study’s conclusions might only apply to Holy Spirit National High School
and be difficult to extrapolate other institutions with contexts, populations, or
educational systems that are different. The sample size and characteristics of
the students and teachers engaged may have an impact on the study’s
9
conclusions. Different results might be obtained from a bigger, more
representative sample. The study's timing constraints might limit how
thoroughly and broadly data are gathered and analyzed. Although the study
concentrates on teachers’ expectations, it might not fully take into account any
potential biases or differences in teaching styles. The study may rely on
student or instructor self-report data, which may be biased by their responses.
Significance of the Study
The goal of the study was to comprehensively investigate and understand
the extent to which teacher expectations influence the academic performance
of junior high school students at Holy Spirit National High School.
This study will be beneficial to the following:
The students:
Allow them to gain from learning how teacher expectations affect their
academic achievement and by encouraging equitable, fulfilling, and
empowering learning opportunities for them. It emphasizes the value of
encouraging instructors to have high expectations because doing so can result
in better outcomes and a more encouraging learning environment.
The school:
10
Educators can have a improving teaching practices and student
outcomes. Understanding how teacher expectations impact academic
performance can lead to the development of more effective teaching strategies
and policies aimed at fostering a positive learning environment.
Parents:
Parents could use the study’s findings to help their kids feel more
confident and capable. Parents can help their children develop a feeling of self-
belief by teaching them that teacher expectations matter, which will have a
good impact on their academic achievement.
Definition of Terms
The following definitions of terms are supplied to provide clarification on
the content of this study in order to help you better understand the terms
discussed in this research.
Academic Performance: This refers to a student’s achievements and
success in academic activities, such as grades, test scores, and overall
educational outcomes.
Academic Self-Efficacy: Academic self-efficacy is the confidence and
belief that a student has in their ability to succeed in academic tasks and
challenges.
11
Cultural and Socioeconomic Factors: These are elements related to a
person’s cultural background and economic status that can influence their
experiences and opportunities in education.
Demographic Profile: A demographic profile includes various
characteristics of a group or population, such as age, sex, and grade level in
this context.
Education: Education is the process of acquiring knowledge, skills,
values, and beliefs through teaching, training, or research. It plays a crucial
role in personal and societal development.
Equitable Educational Experiences: These are educational experiences
that are fair, just, and provide equal opportunities for all students, regardless
of their background or characteristics.
Learning Environment: The learning environment includes all the
physical, social, and psychological factors that impact a student's ability to
learn, including factors such as classroom setup, resources, and teacher-
student interactions.
Mediating Variable: A mediating variable is a variable that helps explain
the relationship between an independent variable and a dependent variable
Moderating Variables: These are variables that can influence the
strength or direction of the relationship between other variables.
12
Pygmalion Effect: The Pygmalion effect, also known as the self-fulfilling
prophecy, is a psychological phenomenon where higher expectations placed on
individuals can lead to an increase in their performance.
Self-Efficacy: Self-efficacy is a person’s belief in their ability to perform
specific tasks or achieve particular goals.
Self-Fulfilling Prophecy: A self-fulfilling prophecy is a belief or
expectation that influences a person’s behavior in such a way that it causes
the belief or expectation to come true.
Teacher Expectations: Teacher expectations are the beliefs and
assumptions educators hold about their students’ abilities, potential, and
prospects for success.
13
CHAPTER 2
METHODS
This chapter presents the research design, selection criteria and the
participants, research instrument, data collection procedure, data analysis,
role of researcher, and ethical considerations.
Research Design
This study is quantitative in nature since the research question seeks to
answer lead to numerical data,
Specifically, the study is correlational as it aims to examine the relationship
between teacher expectations and academic performance whether between
these variables is significant. Cristobal & Cristobal (2016) defines correlation
research as the research design employed to investigate the direction and
magnitude of relationships among variables in a particular population
Sample and Sampling Techniques
The target population of the study are the junior high school students
after the first quarter of the academic year, 2023-2024 of Holy Spirit National
High School, Quezon City. These students belong to four different grade level
14
such as, grade 7, grade 8, grade 9, and grade 10.
With a estimated population size of 2500, the
researchers will consider a sample of 250 respondents determined using
Slovin’s formula for computing sample size with a six percent margin of error.
These samples shall be randomly selected through stratified random sampling
with JHS grade level being used to randomly determine the samples.
Research Instrument
This study shall make use of two research instrument to provide data on the
variables being studied. A validated questionnaire will be used to determine the
influence of teacher expectations.
The questionnaire is composed of four parts. Part one is a cover letter
addressed to the researchers which is attached to the questionnaire explaining
the research, its rationale and purpose, and the general instruction on how to
fill out the form. Part two seeks to gather data regarding the demographic
profile of the respondents which includes their name, age, sex, and grade level.
Part three of the questionnaire is the direction on how the respondents would
answer the questionnaire and to determine how satisfactor the respondents
would rate their level of satisfactor statements. Possible responses are limited
15
to four-point liker scale: (4) Strongly Agree, (3) Agree , (2) Disagree , (1) Strongly
Disagree. Part four are the attitudinal or behavioral questions.
Data Collection Procedure
The process for gathering the needed data in the study is describe in the
following steps:
1.The researcher shall seek the permission of the authors of the
instruments that will be adopted in this study.
2. The researchers will secure permission of the school to obtain a list of JHS
from which the samples will be selected. Also, a permission to conduct data
collection will be sought from the concerned officials of the school.
3. The questionnaires shall be distributed to the selected samples during one of
their classes with a permission from the facilitating teacher and the note of
approval of the school.
4. Questionnaires shall be retrieved the same day as they were given to ensure
a higher return percentage of questionnaires.
Data Analysis
To answer the questions presented under the Statement of the Problem,
the following statistical tools will be employed:

16
1.Get the mean score of response of each respondent
2. Percentages will be used to present and analyze data regarding the
demographic profile of the respondents.
3.Perform a simple linear regression analysis. In this case the researcher is
trying to model the relationship between teacher expectations (independent
variable , X ) and academic performance (dependent variable , Y).
Role of the Researchers
The researcher is responsible for designing the research study, including
defining the research questions, objectives, and hypotheses. They decide on the
research methodology, sampling techniques, and data collection methods.
Conduct a comprehensive review of existing literature to understand the
background and context of the topic. This involves exploring prior research on
teacher expectations and academic performance to build upon existing
knowledge.
Ethical considerations
Obtain the parents' or guardians' informed consent, as well as that of the
students. The goal of the study, the information that will be gathered, how it
will be used, and any possible dangers or advantages should all be made very
clear. To participate, participants must willingly consent.

17
Ensure that all information gathered is anonymous and kept confidential,
including data on academic performance and personal data. Avoid revealing
participants' identities in any published results to protect their privacy
REFERENCES
Alhadabi, A., & Karpinski, A. C. (2019). Grit, self-efficacy, achievement
orientation goals, and academic performance in University students.
International Journal of Adolescence and Youth, 25(1), 519–535.
https://doi.org/10.1080/02673843.2019.1679202
Basbas, A., & Libot, B. D. (2022). Criterion-Based Review of Teachers’
Classroom Performance in The Philippine School in Dubai:
Administrators’ Perception vs. Teachers’ Self-Review. International
Journal of Cognitive Research in Science, Engineering and Education,
10(1), 35–46. https://doi.org/10.23947/2334-8496-2022-10-1-35-46
Bunce, L., Baird, A., & Jones, S. (2016). The student-as-consumer approach in
higher education and its effects on academic performance. Studies in
Higher Education, 42(11), 1958–
1978. https://doi.org/10.1080/03075079.2015.1127908
18
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades,
L. G. (2021). Activity Achievement Emotions and Academic Performance:
A Meta-analysis. Educational Psychology Review, 33(3), 1051–1095.
https://doi.org/10.1007/s10648-020-09585-3
Dimatacot, G. T., & Parangat, K. B. (2022). Effectiveness of Cooperative
Learning On the Academic Performance in Mathematics of Junior High
School Students in the Philippines. International Journal of Computer
Engineering in Research Trends, 9(2), 51–58.
https://doi.org/10.22362/ijcert/2022/v9/i02/v9i0204
Edara, I. R., Castillo, F., Ching, G. S., & Del Castillo, C. D. (2021). Religiosity
and Contentment among Teachers in the Philippines during COVID-19
Pandemic: Mediating Effects of Resilience, Optimism, and Well-Being.
Religions, 12(10), 879. https://doi.org/10.3390/rel12100879
Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me?
The effect of student–teacher demographic match on teacher
expectations. Economics of Education Review, 52, 209–224.

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https://doi.org/10.1016/j.econedurev.2016.03.002
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships
between academic self-efficacy, learning-related emotions, and
metacognitive learning strategies with academic performance in medical
students: a structural equation model. BMC Medical
Education, 20(1). https://doi.org/10.1186/s12909-020-01995-9
Liou, D. D., & Rojas, L. (2016). Teaching for Empowerment and Excellence: The
Transformative Potential of Teacher Expectations in an Urban Latina/o
Classroom. The Urban Review, 48(3), 380–402.
https://doi.org/10.1007/s11256-016-0359-8
No, J. G., Abdurakman, S. N. U., Robles, K. G. A., Etom, N. C., Ombao, C. J., &
Arawe, E. M. (2022). Expectations and lived experiences of newly hired
teachers in public elementary schools of Bataraza, Palawan, Philippines.
Asian Journal of Education and Social Studies, 33–44.
https://doi.org/10.9734/ajess/2022/v32i330772
Racca, R. M. a. B., & Lasaten, R. C. S. (2016). English language proficiency and
academic performance of Philippine Science High School students.

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International Journal of Languages, Literature and Linguistics, 2(2), 44–
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Sezgin, H. (2022). Ortaokul Öğretmenlerin Öğretmen Liderliği Algi Ve
Beklentilerinin İncelenmesi. Route Education and Social Science
Journal. https://doi.org/10.17121/ressjournal.3278
Szumski, G., & Karwowski, M. (2019, October 1). Exploring the Pygmalion
Effect: The Role of Teacher Expectations, Academic Self-concept, and
Class Context in Students’ Math Achievement. Contemporary
Educational Psychology.
https://doi.org/10.1016/j.cedpsych.2019.101787
Wang, S., Meissel, K., & Rubie-Davies, C. M. (2021, August 23). Teacher
Expectation Effects in Chinese Junior High Schools: Exploring Links
Between Teacher Expectations and Student Achievement Using a
Hierarchical Linear Modelling Approach. Social Psychology of Education.
https://doi.org/10.1007/s11218-021-09654-7
21

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Republic of the Philippines

Analyzing the Influence of Teacher Expectations on Academic

MR. JOVER P. BERNABE

Carl Alldion Villasquez

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

instrument to determine the student's future. The influence of teacher

expectations on students' academic performance, or the "Pygmalion effect",

The cornerstone of both individual development and societal

progress is education. A few of the factors influencing students' academic

performance throughout their educational journey are the learning

environment , teaching methods, and teacher support . Among these factors,

the significance of understanding has become clear.

Teacher expectations have been subject of scholarly interest and

success. The fundamental concept underlying teachers expectations is that

these beliefs can inadvertently become self-fulfilling prophecies. In other words,

The importance of teacher expectations has been highlighted in the

students' abilities, potential, and future achievement are referred to as teacher

expectation . These expectations may affect a teacher's conduct, interactions,

and instructional choices in the classroom. It is crucial to comprehend how

teachers' expectations affect students' academic achievement, especially in the

attitudes toward learning , self-esteem, and academic self-concept are

developing. A significant motivation for kids, positive teacher expectations can

help create a supportive learning environment and inspire them to pursue

repercussions, possibly lowering their academic advancement.

Although educational research has given a lot of attention to

the effect of teacher expectations on student performance, little is known about

research location. By examining the connection between teacher expectations

and the academic performance of junior high school in this environment, we

hope to shed light on the subtleties of this dynamic.

The study includes extensive literature reviews on the influence of

teacher expectations in academic performance.

According to the study of Szumski and Karwowski (2019), provides

empirical evidence supporting the existence and persistence of the Teacher

Expectancy Effect in a Polish middle-school setting. It also sheds light on the

mediating role of students' academic self-concept and the broader class-level

impact of teacher expectations. Additionally, it recognizes that TEE may be

influenced by factors such as socioeconomic status and the presence of

educational practice and highlight the importance of fostering high

expectations among teachers to positively impact students' academic

According to Liou and Rojas (2016), suggests that theory centers on

creating learning conditions that promote empowerment and excellence among

Latina/o students. It emphasizes the importance of culturally responsive

education, strong teacher-student relationships, and an academic environment

teacher’s approach aims to help his students thrive academically and

personally, contributing to their empowerment and success. Moreover, it

or background, can positively influence their academic achievement.

Additionally, it highlights the need for teacher awareness and training to

educational opportunities (Wang et al., 2021). Furthermore, the potential bias

in teacher expectations based on student-teacher demographic mismatch. It

underscores the importance of addressing these biases to create a fair and

equitable educational environment, particularly for traditionally disadvantaged

students who may be disproportionately affected by lower expectations

(Gershenson et al., 2016). Lastly, the influence of racial stereotypes on teacher

appraisals of Asian American students. It reveals that these appraisals, which

educational experiences for all students, regardless of their racial or ethnic

Academic Performance of Students

According to Camacho-Morles et al., (2021), that emotions are