Bias In Teachers' And Students' Expectations To The Academic Achievement

The phenomenon of teachers 'expectations plays an important role in the educational process due to its influence on the students’ educational outcomes as a number of studies have proved the students' receptivity to their teachers’ predictions. Similarly, the effect of teacher expectations on the academic self-esteem of students has been confirmed, depending on the level of which the student's self - expectations are formed, and on what these expectations may be, his further academic success may depend. Thus, teacher expectations are one of the first elements of the mechanism of trajectory of the student's academic development, which are also one of the most significant ones, and the presence of bias in this indicator can have a significant impact on the achievements of students in the educational process. Bias in expectations can also act as a successful teaching practice, with the help of which it becomes possible to work to improve the academic achievement of students, as well as an element of the mechanism of educational inequality reproduction in the school context. Since the current course of educational policy has been aimed at improving the educational outcomes of pupils and reducing the disparity of educational opportunities as well, the issue of expectations and their bias is relevant because it directly relates to the topics mentioned above. This study aims to analyze the bias in the expectations of teachers and students, assessing how well teachers know their students and how objective the academic self-assessment of students about their own educational outcomes is. This analysis was carried out in the context of cultural capital as an important socio - economic characteristic. The results of the research can serve as recommendations to teachers aimed at developing strategies for their interaction with students in order to increase their academic performance as well as increasing the productivity of the educational process.