Exploring Teachers’ Self-Perceptions and Expectations: A Mixed-Methods Study of Higher Secondary School Teachers
DOI:
https://doi.org/10.15503/andr2026.1Keywords:
Educator self-perception, educator expectations, narcissism, entitlement, mixed-methods inquiry, higher secondary educationAbstract
Aim
To examine higher secondary educators’ self-perceptions and expectations for learners, and to explore the relationship between psychological self-views—particularly narcissistic traits and occupational entitlement—and instructional expectations within the Indian higher secondary education context.
Methods
A convergent parallel mixed-methods design was employed. Data were collected from 172 higher secondary educators in India using raw survey responses compiled in an Excel dataset. Quantitative data were gathered through a standardised survey instrument, while qualitative insights were obtained through thematic analysis. Statistical procedures included descriptive statistics, chi-square tests, and multivariate regression analysis to examine relationships among self-perceptions, narcissistic traits, entitlement, and learner expectations.
Results
Educators generally reported high expectations for learners across academic, behavioural, socio-affective, and fairness-related dimensions. A subset of participants demonstrated elevated narcissistic traits and occupational entitlement. Multivariate regression analysis revealed weak and statistically insignificant negative associations between narcissistic traits and learner expectations, along with a slight positive relationship with entitlement. Chi-square analyses showed no significant differences in perceptions of superiority or entitlement based on gender or years of service.
Conclusions
The findings highlight the importance of reflective professional development to support balanced educator self-perceptions and foster a collaborative professional culture. Strengthening educators’ self-awareness may contribute to healthier instructional expectations and professional interactions. Further research with larger and more diverse samples is recommended to validate and extend these findings.
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Copyright (c) 2026 Shivangi Nigam, Vidyanand Khandagale
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