Teachers’ Expectations and Boys’ Academic Underachievement at Junior Secondary Schools in Kiribati: Is there a relationship?

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dc.contributor.advisor Watson, P en
dc.contributor.advisor Rubie-Davies, C en
dc.contributor.author Iaoniman, Tematang en
dc.date.accessioned 2018-10-22T20:17:28Z en
dc.date.issued 2018 en
dc.identifier.uri http://hdl.handle.net/2292/43056 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract One of the contemporary issues in education faced by both developing and developed countries is boys' underachievement in schools, and this issue is of pressing concern in the island nation of Kiribati. Researchers have identified multiple factors that have had significant impact on boys' academic outcomes. The current study, however, solely focused on teacher expectations. Research-based findings suggest that teacher expectations, either high or low, can have corresponding relations with students' academic outcomes. The aim of the current study was to explore the relationship between teacher expectations and boys' academic underachievement. The current study involved 9 teachers and 36 students, recruited from three junior secondary schools in Kiribati, using a purposeful random sampling method. The current study employed two qualitative research methods: focus group interviews with students, and one-on-one in-depth interviews with teachers. The findings revealed that teacher expectations for boys' academic achievement were lower than their female counterparts, because boys were perceived as having negative classroom behaviours. It appeared that culture shaped the way in which gender roles are constructed and that such gender role expectations appeared to influence teacher expectations. The implications of the findings from the current study and future research directions are also presented. This thesis contributes to research conducted in the field of teacher expectations and provides evidence to substantiate the relationship between teacher expectations and boys' academic underachievement. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265081311402091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Teachers’ Expectations and Boys’ Academic Underachievement at Junior Secondary Schools in Kiribati: Is there a relationship? en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 755168 en
pubs.record-created-at-source-date 2018-10-23 en


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