The issue of teacher expectation stability is crucial in understanding the self-fulfilling prophecies generated by teacher expectations. However, currently there is a lack of empirical evidence related to teacher expectation stability. The aim of the current study was to assess the temporal stability of teacher expectations of their students’ mathematics achievement within the timeframe of one school year. Random-Intercept Cross-Lagged Panel Models were employed based on a sample of 2536 students taught by 89 teachers in New Zealand elementary and middle public schools. Strong rank order stability was found in teacher expectations at the between-student level. Expectation instability was present at the within-student level. Paths from student mathematics achievement to teacher expectations were stronger than the paths in the opposite direction, indicating that teachers adapted their expectations for students to fall in line with student performance and continued to do so throughout the year.

教师期望稳定性的问题对于理解教师期望产生的自我实现的预言至关重要。但是，目前缺乏与教师期望稳定性相关的经验证据。本研究的目的是评估在一个学年的时间内教师对学生的数学成绩的期望的时间稳定性。随机拦截交叉滞后面板模型的使用是基于2536名学生的样本，该样本由新西兰中小学的89名老师教过。在学生之间的教师期望中发现了较强的等级稳定性。在学生内部存在预期不稳定性。从学生数学成就到老师期望的途径比相反方向的途径要强，