BEHAVIORAL CONFIRMATION IN MOROCCAN PRIMARY EDUCATION: UNCOVERING THE IMPACT OF TEACHER EXPECTATIONS ON STUDENT PERFORMANCE

Give me a dozen of healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select –– doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. –John Watson, 1930

       Moroccan primary education, much like educational systems worldwide, plays a pivotal role in shaping the future of the nation. It is within these classroom walls that students lay the cornerstone of their knowledge, hone their skills, and, intriguingly, mold their behavioral patterns that will profoundly impact their lives and society at large.

John Watson’s petrifying statement (1930) underscores the significant weight of external factors in human development. Within the educational context, teacher expectations emerge as a remarkable but often overlooked factor that can significantly shape student performance. This article delves into the profound impact of teacher expectations on student performance, explores the intricate mechanisms that underlie this phenomenon, and considers its far-reaching implications for both students and educators alike.

Behavioral Confirmation: An Overview

       Behavioral confirmation is a social psychological phenomenon that underscores how individuals’ expectations about another person significantly influence that person’s behavior and validate those initial expectations (Myers, 2013a; 113). On the same note, Gordon Allport (1958) claimed, “If we foresee evil in our fellow man, we tend to provoke it; if good, we elicit it.” (outlined by Myers, 2013b; 346). In the context of education, this means that a teacher’s beliefs and expectations about a student can directly impact that student’s performance, often leading to self-fulfilling prophecies. When a teacher anticipates a student’s success, they are more likely to excel, while low expectations can inadvertently lead to poorer performances. As stated by David Myers and Jean Twenge, “the expectation of experimenters and teachers, although usually reasonably accurate, occasionally act as self-fulfilling prophecies” (2018; 70). This dynamic interplay between teacher expectations and student outcomes highlights the critical importance of addressing and understanding these phenomena in the realm of education.

Teacher expectations play a vital role in shaping students’ educational experiences. Several studies have highlighted the significance of these expectations, which can manifest in various ways, for example, differentiated treatment, feedback and praise, and even class dynamics. Briefly, student achievements may confirm teacher expectations because these expectations create self-fulfilling predictions, create perceptual biases, or accurately predict, without influencing, student achievement (Trouilloud et al., 2002).

Moroccan Primary Education: The Mechanisms at Play

       Within the Moroccan primary education context, numerous challenges loom large, including overcrowded classrooms, limited resources, and socioeconomic disparities. Teachers often bear a heavy burden, and there is a pressing need for educational reform to enhance overall learning outcomes. In this setting, self-efficacy, defined as one’s confidence in their ability to perform a task (Omari et al., 2020a), stands as a pivotal element that profoundly influences students’ motivation and performance. Consequently, the impact of teacher expectations on student performance takes on paramount significance.

In the realm of Moroccan education, teacher expectations exercise substantial influence through a multitude of mechanisms. Stereotypes frequently lead teachers to harbor differing expectations for students from diverse backgrounds or varying abilities. These expectations are often communicated through non-verbal cues, such as body language, facial expressions, and tone of voice, which students acutely discern (Tavris & Aronson, 2007; 144). The repercussions of teacher expectations extend to the domain of self-fulfilling prophecies: when teachers maintain low expectations for a student, they may inadvertently provide less support and encouragement, thereby hindering the student’s performance, whereas high expectations can instill confidence and motivation. Furthermore, the phenomenon of teacher-belief confirmation comes into play, where teachers tend to notice and reinforce behaviors and achievements that align with their initial expectations. Amidst these dynamics, it’s crucial to acknowledge the role of additional factors, including family, social, and cultural influences, which can also shape students’ academic self-efficacy beliefs (Omari et al., 2020b).

Dual Implications

       The impact of teacher expectations on Moroccan primary education is profound. Students subjected to low expectations may find themselves caught in a detrimental feedback loop (Omari et al., 2020c; 110), whereby their academic performance deteriorates as a consequence of these diminished expectations. This, in turn, can lead to a loss of self-esteem, motivation, and a waning interest in learning. Conversely, students for whom high expectations are set often flourish academically, benefiting from the additional support and encouragement. Understanding the implications of teacher expectations is vital for educators in Moroccan primary education. To promote positive student outcomes, educators should engage in self-reflection, ensuring that they examine their own beliefs and biases while actively striving to counteract negative stereotypes and preconceived notions. Equitable treatment of all students, regardless of their background or perceived abilities, is essential. Teachers should set high expectations for all students and provide the necessary support and encouragement to help them meet these expectations. Professional development opportunities can equip educators with greater awareness of the impact of teacher expectations and offer strategies to mitigate any unintentional biases. However, from a personal analysis standpoint, while educational reform is necessary, the transformation of people’s thinking and decision-making processes should be the foremost priority. Without addressing these foundational aspects, achieving an efficient educational reform may remain an elusive goal.

       Overall, behavioral confirmation in Moroccan primary education is a crucial issue with far-reaching consequences for both students and educators. The impact of teacher expectations on student performance is undeniable, and addressing this phenomenon is essential for improving educational outcomes. By recognizing the role teacher expectations play and actively working to counteract negative biases, Moroccan education can become a more equitable and effective system, promoting the success of all students, regardless of their background or abilities.