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Article History

Received: 8 October 2021

Revised: 13 June 2022

Accepted: 14 June 2022

First Online: 18 July 2022

Declarations

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: The authors have no conflicts of interest to declare that are relevant to the content of this article.

: This study is one of three studies (the third study) in a doctoral project. The first study is a qualitative study, which explored the teacher expectation-confirming process in the Chinese senior high school context. The second study is a cross-sectional study, which investigated the differences in teacher characteristics across high-, medium-, and low-expectation teachers and the relations among teacher beliefs (teacher efficacy and passion for teaching), teacher expectations, and students’ class-level achievement. The current study is a longitudinal study that examined the stability of teacher expectation bias across two school years. Thus, the data collected at Time Point One overlapped with some data from the second study. Even though some overlapping data have been used across the two studies, the current study is an original study with independent research aims and specific research questions, and contributes to the literature independently. This study is the first to be submitted for publication.