Classroom Context and Student Ability as Influences on Teacher Perceptions of Classroom Control

Abstract

Two studies examined teacher cognitive processes concerning personal control in the classroom. The extent to which teachers perceived classroom control and expected successful outcomes with high- and low-ability students were contrasted within five different hypothetical classroom contexts. The results indicate that high-ability students are perceived as more controllable than low-ability students; teacher-initiated interactions are perceived as providing more control than student-initiated interactions; the setting has effects on perceived control of interaction duration; and interactions with high-ability students are seen as more likely to lead to successful outcomes than interactions with low-ability students.