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Objectives The purpose of this study is to examine student characteristics that affect elementary teachers' ex-pectations in terms of students' academic performance, peer relationship, and attitude. Methods For this purpose, the panel data of the Korea Education Longitudinal Study (KELS) 2013 from elementary school students were used. For this data, the predicted mean matching method was applied to handle missing values, multicollinearity was checked, and multiple regression analyses were conducted. Results It was found that variables affecting teachers' expectations were students' previous academic perform-ance, class attitude, gender, parental support, monthly income, physical self-concept, and single-parent family status. The effect size and direction of the variables varied by the sub-component of teacher expectations. Conclusions Based on these findings, this study proposed a teacher training program to prevent teachers' biases against students and called for the establishment of longitudinal data to conduct research on teachers' evaluations and expectations of students.
Euijin Lim (Mon,) studied this question.