Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.

► Teachers' interpersonal expectations resemble ordinary complementary patterns.
► Teachers find it difficult to respond to submissive teacher behaviour vignettes.
► In hostile vignettes anticipated student responses are remarkably low on control.
► Experience does not produce different interpersonal expectations.
► Female teachers expect friendlier student responses than male teachers.