We studied the role of the valence of female teachers’ perceptions in predicting various student outcomes. Using a prospective design, at the beginning of Grade 5 (T1), we assessed evaluations by 43 female teachers of either mathematics or German, belonging to 22 secondary schools in Germany. We combined a qualitative measurement by using an open-ended question, with a quantitative data analysis. At T1 and T2 (4 months later), the assigned students (N = 635) reported their subject-specific achievement, learning and performance goals, and quality of relationship to their teacher. Multilevel analyses revealed that positive teacher perceptions increased future student achievement, while negative teacher perceptions reduced immediate and future learning and performance goals. Further, positive teacher perceptions explained differences in student outcomes between classes, whereas negative teacher perceptions explained differences in student outcomes between schools.

中文翻译：

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始终将目光投向学生的光明面：教师观念的高低是否与学生的教育表现有关？

我们研究了女教师的理解价在预测各种学生成绩方面的作用。在5年级（T1）开始时，我们使用前瞻性设计评估了来自德国22所中学的43位数学或德语女教师的评估结果。我们通过使用开放式问题和定量数据分析来结合定性测量。在T1和T2（4个月后），分配的学生（N = 635）报告了其特定学科的成就，学习和绩效目标以及与老师的关系质量。多层次分析显示，积极的教师观念会提高未来的学生成绩，而消极的教师观念会降低近期和未来的学习与绩效目标。此外，正面的老师看法解释了班级之间学生成绩的差异，而负面的老师看法则解释了学校之间学生成绩的差异。