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Expectancy-Value Theory

The Expectancy-Value Theory (EVT) explains how individuals form attitudes based on their expectations and the perceived value of outcomes, influencing their behavior. A study by Hur et al. (2024) applies EVT to understand factors affecting early childhood providers' service standards and parental acceptance of gay teachers, highlighting how parents' expectations shape their attitudes towards the presence of gay educators. The research aims to identify facilitators and barriers to acceptance by examining parents' perceptions of qualities such as knowledge, skills, and ethics in relation to gay teachers.

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107 views1 page

Expectancy-Value Theory

The Expectancy-Value Theory (EVT) explains how individuals form attitudes based on their expectations and the perceived value of outcomes, influencing their behavior. A study by Hur et al. (2024) applies EVT to understand factors affecting early childhood providers' service standards and parental acceptance of gay teachers, highlighting how parents' expectations shape their attitudes towards the presence of gay educators. The research aims to identify facilitators and barriers to acceptance by examining parents' perceptions of qualities such as knowledge, skills, and ethics in relation to gay teachers.

Uploaded by

cawagdanjosephine10
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

The Expectancy-Value Theory (EVT), developed by John William Atkinson in 1964 and expanded by

Jacquelynne Eccles into the field of education in 1980 is a psychological theory that explains how
individuals make decisions and form attitudes based on their expectations and the value they place on
certain outcomes. According to EVT, behavior is influenced by two main components: expectancy, which
is the perception that a given behavior will result in a particular outcome, and value, which is the
perceived worth or benefit of the resultant outcome. People are more likely to develop a favorable
attitude to a behavior when they think that adopting that behavior will lead to positive and valued
outcomes. On the other hand, if the expected outcomes are perceived as negative, then their attitude is
likely to be negative. In a research study by Hur [Link] (2024) they discussed the factors that drive and
hinder early childhood providers in enhancing the standard of their services. They delved into how these
providers interact with Quality Rating Improvement Systems (QRIS) through the lens of Expectancy
Value Theory (EVT).Their study seeks to explore the factors that encourage educators to improve the
standards of early childhood education by examining the beliefs and principles that shape their choices
and behaviors in this endeavor. The research provides insights, into both the inspirations driving these
educators and the challenges they face while aiming for quality early childhood education.

This theory is relevant to study on Parents’ Acceptance Towards Gay Teachers in Early Childhood
Education as it assists in explaining the factors that favour the attitude and acceptance received from
Parents. Acceptance may be determined by parents’ expectancies over the resulting effects of a gay
teacher on their child. For example, if parents are positive about gay teachers assume they have
enhanced knowledge and skills in their teaching, good interpersonal communication, and appropriate
ethical conduct then they expect their children to learn in a positive environment. If the above stated
qualities are considered as valuable and important; parents are more likely to have a positive attitude
towards the presence of gay teachers. On the other hand, when parents hold the negative expectancies,
for any reason ranging from stereotype to misconception, they will expect that the potential outcomes
associated with the genes are less preferable, thus they also have lower acceptance. With the help of
EVT, the study can examine how perceived and assigned value for factors such as knowledge and skills,
interpersonal skills, and ethical behavior affect parental acceptance. It is using that theory that one is
able to systematically understand how parents’ perception about the advantages or the demerits of
having homosexual teachers influences their thinking and thus establish reasons and rationalizations
that make them either receptive or non-receptive.

With this, the research can examine the role of expectation and value judgments of parents to their
acceptance of gay teachers. The sub-questions of the study tackle areas such as knowledge and skills,
social skills, and ethics as in the principles of EVT as discussed how parents view these qualities.
Analyzing the relation between expectations and parental attitude toward certain character traits, the
findings help to identify the facilitators or barriers for acceptance in general and contribute to the
understanding of attitudes toward gay teachers in the context of early childhood education.

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