The Relationship between Teachers’ Academic Optimism Culture and Student Achievement in Junior High Schools in Tehran
محورهای موضوعی : 0
Mahmood Safari
1
,
Nader Soleimani
2
1 - Department of Educational Sciences, Shahid Mofateh Campus, Farhangian University, Shahr-e-Rey, Tehran, Iran
2 - Educational Administration. Islamic Azad University. Garmsar Branch. Tehran. Iran
کلید واژه: Self-efficacy, Academic Emphasis, academic optimism, Student Achievement, Teacher Trust,
چکیده مقاله :
The purpose of this research is to examine the relationship between teachers' academic optimism and student achievement at Junior High Schools in Tehran in School Year of 2017-2018. The research was performed through the descriptive method (correlation). Statistical population of the research consisted of all Junior High school teachers in Tehran, about 2610 teachers. According to Morgan's Table, the sample size for the study consisted of 335 teachers (150=Females and 185=Males) who were selected by simple random sampling. Data gathering tools for measuring academic optimism was a standard questionnaire (Hoy, 2010) with a reliability coefficient of 0.86 and to measure student achievement structures were the average score of the students that had in class. Data were analyzed using descriptive statistics of mean, standard deviation, and Spearman correlation coefficients and regression analysis. The results showed that all three components of the condition of the culture of academic optimism (self-efficacy, academic emphasis, and trust) were rated as relatively unfavorable views of teachers (low). The condition of the academic optimism of teachers with an associate degree, bachelors and master is alike and low. There were no significant differences among male and female teachers. Another result showed that there was a significant relationship between teachers' academic optimism and student achievement. There was a significant positive relationship between each of the components of the culture of Hoy’s Theory (sense of self-efficacy, teacher’s trust, and academic emphasis of Teachers of English) and student achievement
References
Abdolmaleki, J. (2007). Design and evaluation of causal models of educational achievement. Journal of Family Research, second year, No, 4.
Bakhshaee, F. and Hejazi, E. (2016). "Student's Academic Engagement: the Relation between Teacher's Academic Optimism and Female Student's Perception of School Climate." International Journal of Mental Health and Addiction, pp 1–6, DOI:10.1007/s11469-016-9674-2.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191—215.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Brouwers, A.; and Tomic, W. (2000). A longitude: all of the teacher burnout and perceived Self – efficacy in classroom management. Journal of Teaching and Teacher Education. 16,239-253. Burnard, C. (1991). Coping with stress in the health professions. London: champ man & hall.
Caprara, C. V., and Barbaranelli. (2006). Teachers self-efficacy beliefs determinants achievement: A study at the school level. Journal of school psychology, pp-485-487.
Caprara, G. V., Barbaranelli, C., Borgogni, L., and Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.
Dweck, C. S. (1999). Self-Theories: Their role in motivation, personality, and development. Philadelphia: Taylor and Francis/Psychology Press.)
Fahy, P. F., Wu, H. C., and Hoy, W. K. (2010). Individual Academic Optimism of Teachers: A Concept and Its Measure. In W. K. Hoy and M. DiPaola (Eds.), Analyzing School Contexts: Influences of Principals and Teachers in the Service of Students (pp. 209—227). Greenwich, CT: Information Age.
Ginsburg, G.S. and Bronstein, Ph. (1993). Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Motivation. Child Development. Vol. 64, 1461-1474.
Ginsburg, G.S. and Bronstein, Ph. (1993). Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Motivation. Child Development. Vol. 64, 1461-1474.
Grolnick, W., Ryan, R. and Deci, E.L. (1991). Inner Resources for School Achievement: Motivational Mediators of Children's Perceptions of Their Parents. Journal of Educational Psychology. Vol. 83(4), 508-517.
Guay. F. and Vallerand, R.J. (1997). Social context, students' motivation and student achievement: Towards a process model. Social Psychology of Education.
Harter, S. and Connel, J. (1984). A model of children Achievement and Related Self-perceptions of competence. Control, and motivational orientation. Advances in Motivation and Achievement Stanford. v. 3, p. 219-250.
Hoy, A. W.; and Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Journal of Teaching and Teacher Education, 21,344-345. www.elsevier.com/locate/tate
Hoy, W. K., and Miskel, C. G. (2013). Educational administration: Theory, research and practice (9th ed.). New York: McGraw Hill.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research and practice (9th ed.) Translated by Soleimani, Safari, and Nazari. Samt, 2014.
Hoy, W. K., Tarter, C. J., and Woolfolk Hoy, A. (2006). The academic optimism of schools. In W. K. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 135–156). Greenwich, CT: Information Age.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools. In W. K. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 135–156). Greenwich, CT: Information Age. http://www.wanekhoy.com
Karimzadeh, M. (2007). Relationship between quality of life and self-efficacy of teachers in Shahre Kord. Journal of Medical Sciences, tenth year, No. 1.
Kulophas, D., Hallinger, P., Ruengtrakul, A., and Wongwanich, S. (2018). Exploring the effects of authentic leadership on academic optimism and teacher engagement. International Journal of Educational Management. Volume: 32 Issue: 1.
Maxwell, S.; Reynolds, J. K.; Lee, E.; Subasic, E.; and Bromhead, D. (2017). The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data, Published online 2017 Dec 5. doi: 10.3389/fpsyg.2017.02069
Megan Tschannen‐Moran, Regina A. Bankole, Roxanne M. Mitchell, Dennis M. Moore, Jr, (2013) "Student Academic Optimism: a confirmatory factor analysis," Journal of Educational Administration, Vol. 51 Issue: 2, pp.150 – 175
Mitchell, Roxanne M. Tarter, C. John (2016). "A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement" Societies 2016, 6(1), 5; DOI:10.3390/soc6010005
Moghtadaie, L. and Hoveida, R. (2015) Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan. International Education Studies, v8 n11 p184-192 2015
Mohsenpour, M. (2006). The role of self-efficacy, achievement goals, learning strategies and sustainability in the third year of secondary school students' student achievement in mathematics (math) in Tehran. Journal of educational innovations. Fifth year, No. 16.
Muiton, K. D., Brown, S. D. and Lent, R. W. (1991). Relation of Self-efficacy beliefs to academic outcomes A meat an analytic investigation. Journal of Counseling Psychology.38.30-38.
Ngidi, David P. (2012). Academic Optimism: An Individual Teacher Belief. Educational Studies, v38 n2 p139-150 2012
Page A, Smith, Wayne K. Hoy, (2007). "Academic optimism and student achievement in urban elementary schools," Journal of Educational Administration, Vol. 45 Issue: 5, pp.556 – 568
Pajares, F., and Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-perception (pp. 239-266). London: Able x Publishing.
Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Trophy, Advances in research on teaching, Vol. 7 (pp. 49–73). Greenwich, CT: JAI Press.
Sezgin, F. and Erdogan, O. (2015). “Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success” Educational Sciences: Theory and Practice, v15 n1 p7-19 Feb 2015.
Strakova, J., Simonova, J., and Greger, D. (2018). Improving mathematics results: does teachers’ academic optimism matter? A study of lower secondary schools. School Effectiveness and School Improvement. Pages 446-463. doi.org/10.1080/09243453.2018.1446449.
Wheatley, K. F. (2002). The Potential Benefits of Teacher Efficacy Doubt for Educational Reform. Teaching and Teacher Education, 18, 5–22.
Woolfolk Hoy, A., Hoy, W. K., and Kurz, N. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821–834.
Woolfolk Hoy, A., Hoy, W. K., and Kurz, N. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821–834.
Wu, Jason H. (2013). "Academic Optimism and Collective Responsibility: An Organizational Model of the Dynamics of Student Achievement" Asia Pacific Education Review, v14 n3 pp. 419-433 Sep 2013.
