Research Article
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Year 2023, Volume: 7 Issue: 1, 15 - 38, 30.06.2023
https://doi.org/10.54535/rep.1257091

Abstract

Supporting Institution

Yok

Project Number

Yok

Thanks

Yok

References

  • Ateş, A., & Ünal, A. (2021). The relationship between teacher academic optimism and student academic achievement: A meta-analysis. Psycho-Educational Research Reviews, 10(2), 284-97. Retrieved from https://journals.lapub.co.uk/index.php/perr/article/view/1806
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144. https://doi.org/10.1016/j.tate.2010.02.003
  • Best, Z. A. (2014). Academic optimism in middle schools: A study of factors that appear to contribute to its development (Doctoral dissertation, University of Tennessee at Chattanooga). Retrieved from https://scholar.utc.edu/cgi/viewcontent.cgi?article=1277&context=theses
  • Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50, 773–787.
  • Boonen, T., Pinxten, M., Van Damme, J., & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educational Researchand Evaluation, 20, 3–24. https://doi.org/10.1080/13803611.2013.860037
  • Cansoy, R., & Parlar, H. (2018). Examining the relationships among trust in administrator, distributed leadership and school academic optimism. Kuram ve Uygulamada Eğitim Yönetimi [Journal of Theory and Practice in Educational Administration], 24(1), 1-44. https://doi.org/10.14527/kuey.2018.001
  • Coleman, J. S.,Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., & Weinfeld, F. D. (1966). Equality of educational opportunity. Washington, DC: US Department of Health, Education & Welfare. Office of Education.
  • Çoban, D. (2010). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between schools' academic optimism level and teachers' organizational commitment] (Master’s thesis, Inönü University, Malatya, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110–141.
  • Ergen, Y. (2016). Sınıf öğretmenlerinin sınıf yönetim becerileri, akademik iyimserlikleri ve mesleki bağlılıkları arasındaki ilişki [The relationship between classroom teachers' classroom management skills, academic optimism, and professional commitment] (Doctoral dissertation, Ondokuz Mayıs University, Samsun, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ergen, Y., & Elma, C. (2018). Development of teacher academic optimism scale: the validity and reliability study. Pegem Journal of Education and Instruction, 8(1), 69-90. http://dx.doi.org/10.14527/pegegog.2018.004
  • Feng, F.-I., & Chen, W.-L. (2019). The Effect of principals’ social justice leadership on teachers’ academic optimism in Taiwan. Education and Urban Society, 51(9), 1245–1264. https://doi.org/10.1177/0013124518785438
  • Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000a). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36, 683–702. https://doi.org/10.1177/00131610021969164
  • Goddard, R. D., Hoy, W. K. & Woolfolk Hoy, A. (2000b). Teacher efficacy: its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
  • Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. W. (2004). Collective efficacy bliefs:Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13. https://doi.org/10.3102/0013189X033003003
  • Goddard, R. D., Tschannen-Moran,M. & Hoy,W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. Elementary School Journal, 102(1), 3-17. https://doi.org/10.1086/499690
  • Hong, F. (2016). Antecedent and consequence of school academic optimism and teachers' academic optimism model. Educational Studies,43(2), 165 – 185. https://doi.org/10.1080/03055698.2016.1248902
  • Hoy , W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446. https://doi.org/10.3102/00028312043003425
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
  • Hoy, W. K., & Miskel, C. (2012). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
  • Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208. https://doi.org/10.1177/105268469900900301
  • Kılınç, A.C. (2013). The relationship between individual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 2013, 5 (3), 621-634.
  • Kurz, N. M. (2006). The relationship between teachers' sense of academic optimism and commitment to the profession (Doctoral dissertation, The Ohio State University). Retrieved from https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1148322317
  • McGuigan, L., & Hoy, W. K. (2006). Principal leadership: creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-29. https://doi.org/10.1080/15700760600805816
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi: Genişletilmiş bir kaynak kitap [Qualitative data analysis: An expanded sourcebook]. S. Akbaba Altun ve A. Ersoy (Çev. Eds). Pagem Akademi.
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462–487. https://doi.org/10.1177/105268461802800402
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462–487. https://doi.org/10.1177/105268461802800402
  • Özdemir, S., & Kılınç, A. Ç. (2014). The relationship between bureaucratic school structure and teachers' academic optimism levels. Theory and Practice in Education, 10(1), 1-23.
  • Reeves, J. B. (2010). Academic optimism and organizational climate: An elementary school effectiveness test of two measures (Doctoral dissertation). Retrieved from Dissertations and Theses database (UMI No. 3439839).
  • Straková, J.,Simonová, J., & Greger, D. (2018). Improving mathematics results: Does teachers’ academic optimism matter? A study of lower secondary schools, School Effectivenes sand School Improvement, 29(3), 446-463. https://doi.org/ 10.1080/09243453.2018.1446449
  • Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools. Educational Administration Quarterly, 45(2), 217–247. https://doi.org/10.1177/0013161x08330501
  • Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools, Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024
  • Tschannen-Moran, M., & Gareis, C.R. (2015).Faculty trust in the principal: an essential ingredient in high-performing schools, Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Umuzdaş, S.M., Umuzdaş,S. (2015). Investigation of 8th grade students' attitudes towards music lesson according to various variables. International Journal of Turkish Educational Sciences, 3(5), 273/281.
  • Van Maele, D., & Van Houtte, M. (2009). Faculty trust and organizational school characteristics: An exploration across secondary schools in Flanders. Educational Administration Quarterly, 45(4), 556-589. https://doi.org/10.1177/0013161X09335141
  • Woolfolk Hoy, A., Hoy, W K., & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching And Teacher Education, 24(4), 821-835. https://doi.org/10.1016/j.tate.2007.08.004
  • Wu, J. H., & Lin, C.Y..(2018). A multilevel analysis of teacher and school academic optimism in Taiwan elementary schools. Asia Pacific EducationReview, 1(1), 53-62. https://doi.org/10.1007/s12564-017-9514-5
  • Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism. Journal of Educational Administration, 51(2), 176-194. https://doi.org/10.1108/09578231311304698.

Factors Affecting Teachers’ Academic Optimism in Secondary Schools

Year 2023, Volume: 7 Issue: 1, 15 - 38, 30.06.2023
https://doi.org/10.54535/rep.1257091

Abstract

Academic optimism is a vital concept that can help schools overcome the challenges posed by students from low socioeconomic backgrounds. This study investigates the factors that influence the academic optimism of secondary school teachers. Using a phenomenological approach, we collected data through focus group interviews with principals and teachers, employing the maximum variation sampling technique to ensure diverse perspectives. Our analysis revealed three themes that affect teachers' academic optimism: self-efficacy, academic emphasis, and trust in students and parents. Notably, our findings indicate that teachers' experiences of success or failure are the most significant determinant of their academic optimism. Based on these results, we propose actionable strategies to enhance teachers' self-efficacy, ultimately promoting academic optimism in secondary schools.

Project Number

Yok

References

  • Ateş, A., & Ünal, A. (2021). The relationship between teacher academic optimism and student academic achievement: A meta-analysis. Psycho-Educational Research Reviews, 10(2), 284-97. Retrieved from https://journals.lapub.co.uk/index.php/perr/article/view/1806
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144. https://doi.org/10.1016/j.tate.2010.02.003
  • Best, Z. A. (2014). Academic optimism in middle schools: A study of factors that appear to contribute to its development (Doctoral dissertation, University of Tennessee at Chattanooga). Retrieved from https://scholar.utc.edu/cgi/viewcontent.cgi?article=1277&context=theses
  • Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50, 773–787.
  • Boonen, T., Pinxten, M., Van Damme, J., & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educational Researchand Evaluation, 20, 3–24. https://doi.org/10.1080/13803611.2013.860037
  • Cansoy, R., & Parlar, H. (2018). Examining the relationships among trust in administrator, distributed leadership and school academic optimism. Kuram ve Uygulamada Eğitim Yönetimi [Journal of Theory and Practice in Educational Administration], 24(1), 1-44. https://doi.org/10.14527/kuey.2018.001
  • Coleman, J. S.,Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., & Weinfeld, F. D. (1966). Equality of educational opportunity. Washington, DC: US Department of Health, Education & Welfare. Office of Education.
  • Çoban, D. (2010). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between schools' academic optimism level and teachers' organizational commitment] (Master’s thesis, Inönü University, Malatya, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110–141.
  • Ergen, Y. (2016). Sınıf öğretmenlerinin sınıf yönetim becerileri, akademik iyimserlikleri ve mesleki bağlılıkları arasındaki ilişki [The relationship between classroom teachers' classroom management skills, academic optimism, and professional commitment] (Doctoral dissertation, Ondokuz Mayıs University, Samsun, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ergen, Y., & Elma, C. (2018). Development of teacher academic optimism scale: the validity and reliability study. Pegem Journal of Education and Instruction, 8(1), 69-90. http://dx.doi.org/10.14527/pegegog.2018.004
  • Feng, F.-I., & Chen, W.-L. (2019). The Effect of principals’ social justice leadership on teachers’ academic optimism in Taiwan. Education and Urban Society, 51(9), 1245–1264. https://doi.org/10.1177/0013124518785438
  • Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000a). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36, 683–702. https://doi.org/10.1177/00131610021969164
  • Goddard, R. D., Hoy, W. K. & Woolfolk Hoy, A. (2000b). Teacher efficacy: its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
  • Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. W. (2004). Collective efficacy bliefs:Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13. https://doi.org/10.3102/0013189X033003003
  • Goddard, R. D., Tschannen-Moran,M. & Hoy,W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. Elementary School Journal, 102(1), 3-17. https://doi.org/10.1086/499690
  • Hong, F. (2016). Antecedent and consequence of school academic optimism and teachers' academic optimism model. Educational Studies,43(2), 165 – 185. https://doi.org/10.1080/03055698.2016.1248902
  • Hoy , W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446. https://doi.org/10.3102/00028312043003425
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
  • Hoy, W. K., & Miskel, C. (2012). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
  • Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208. https://doi.org/10.1177/105268469900900301
  • Kılınç, A.C. (2013). The relationship between individual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 2013, 5 (3), 621-634.
  • Kurz, N. M. (2006). The relationship between teachers' sense of academic optimism and commitment to the profession (Doctoral dissertation, The Ohio State University). Retrieved from https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1148322317
  • McGuigan, L., & Hoy, W. K. (2006). Principal leadership: creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-29. https://doi.org/10.1080/15700760600805816
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi: Genişletilmiş bir kaynak kitap [Qualitative data analysis: An expanded sourcebook]. S. Akbaba Altun ve A. Ersoy (Çev. Eds). Pagem Akademi.
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462–487. https://doi.org/10.1177/105268461802800402
  • Mireles-Rios, R., & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4), 462–487. https://doi.org/10.1177/105268461802800402
  • Özdemir, S., & Kılınç, A. Ç. (2014). The relationship between bureaucratic school structure and teachers' academic optimism levels. Theory and Practice in Education, 10(1), 1-23.
  • Reeves, J. B. (2010). Academic optimism and organizational climate: An elementary school effectiveness test of two measures (Doctoral dissertation). Retrieved from Dissertations and Theses database (UMI No. 3439839).
  • Straková, J.,Simonová, J., & Greger, D. (2018). Improving mathematics results: Does teachers’ academic optimism matter? A study of lower secondary schools, School Effectivenes sand School Improvement, 29(3), 446-463. https://doi.org/ 10.1080/09243453.2018.1446449
  • Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools. Educational Administration Quarterly, 45(2), 217–247. https://doi.org/10.1177/0013161x08330501
  • Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools, Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024
  • Tschannen-Moran, M., & Gareis, C.R. (2015).Faculty trust in the principal: an essential ingredient in high-performing schools, Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Umuzdaş, S.M., Umuzdaş,S. (2015). Investigation of 8th grade students' attitudes towards music lesson according to various variables. International Journal of Turkish Educational Sciences, 3(5), 273/281.
  • Van Maele, D., & Van Houtte, M. (2009). Faculty trust and organizational school characteristics: An exploration across secondary schools in Flanders. Educational Administration Quarterly, 45(4), 556-589. https://doi.org/10.1177/0013161X09335141
  • Woolfolk Hoy, A., Hoy, W K., & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching And Teacher Education, 24(4), 821-835. https://doi.org/10.1016/j.tate.2007.08.004
  • Wu, J. H., & Lin, C.Y..(2018). A multilevel analysis of teacher and school academic optimism in Taiwan elementary schools. Asia Pacific EducationReview, 1(1), 53-62. https://doi.org/10.1007/s12564-017-9514-5
  • Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism. Journal of Educational Administration, 51(2), 176-194. https://doi.org/10.1108/09578231311304698.
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Selman Üzüm 0000-0003-2918-968X

Ali Ünal 0000-0003-2967-2444

Project Number Yok
Early Pub Date June 30, 2023
Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 1

Cite

APA Üzüm, S., & Ünal, A. (2023). Factors Affecting Teachers’ Academic Optimism in Secondary Schools. Research on Education and Psychology, 7(1), 15-38. https://doi.org/10.54535/rep.1257091

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