ORBIS SCHOLAE

ORBIS SCHOLAE

Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, Vol 14 No 3 (2020), 73–92

Vliv akademického optimismu na výsledky žáků středních škol

[The Impact of Academic Optimism on Achievement of Upper Secondary School Students]

Jana Straková, Jaroslava Simonová, Petr Soukup

DOI: https://doi.org/10.14712/23363177.2021.5
announced: 13. 04. 2021

abstract

A number of studies have shown the impact of teachers’ attitudes on student achievement. One of the concepts through which teachers’ attitudes can be operationalized is academic optimism. It includes perceptions of self-efficacy, trust in students and their parents, and an emphasis on academic outcomes. The influence of academic optimism on student achievement was demonstrated in the Czech Republic in lower secondary education. This study examines its application at the upper secondary level. The research seeks answer to the question of whether teachers’ academic optimism influences educational outcomes in mathematics and reading literacy, taking into account prior achievement, socioeconomic status, school composition and type of study (grammar vs. vocational). The analysis using multilevel structural equation modelling in the Mplus program was performed on data collected in 2016 and 2018 from 2320 students in the first and third years of grammar schools, and secondary technical and apprenticeship schools from 117 classes in 66 secondary schools and from 795 upper secondary teachers. Findings revealed that teachers’ attitudes differ between secondary school types. However, their influence on student outcomes could not be proven at the upper secondary school level.

keywords: academic optimism; student achievement; upper secondary education; longitudinal study; multilevel structural equation modelling

references (44)

1. Aldridge, J. M., & Fraser, B. J. (2015). Teachers' views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. CrossRef

2. Anwar, M., & Anis-ul-Haque, M. (2014). Teacher academic optimism: A preliminary study measuring the latent construct. FWU Journal of Social Sciences, 8(1), 10-16.

3. Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50(6), 773-787. CrossRef

4. 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 Research and Evaluation, 20(1), 3-24. CrossRef

5. Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507-535. CrossRef

6. Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, Ch. H., Flood, P. K., & Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15(2), 301-318. CrossRef

7. Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: basic concepts, applications, and programming. Mahwah: Lawrence Erlbaum Associates.

8. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington: National Center for Education Statistics.

9. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. CrossRef

10. Eren, A. (2014). Uncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17(1), 73-104. CrossRef

11. Fahy, P. F., Wu, H. C., & Hoy, W. K. (2010). Individual academic optimism of teachers: A new concept and its measure. In W. K. Hoy & M. F. DiPaola (Eds.), Analyzing school contexts: Influences of principals and teachers in the service of students (s. 209-227). Charlotte: Information Age.

12. Feng, F., & Chen, W. (2019). The effect of principals' social justice leadership on teachers' academic optimism in Taiwan. Education and Urban Society, 51(9), 1245-1264. http://doi.org/10.1177/0013124518785438 CrossRef

13. Gray, Ch., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology, 58(3), 203-210. CrossRef

14. Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363. CrossRef

15. 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. CrossRef

16. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1-55. CrossRef

17. Chang, I. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership & Management, 31(5), 491-515. CrossRef

18. Ježek, S. (2003). Možnosti konceptualizace školního klimatu školy. In S. Ježek (Ed.), Psychosociální klima školy I (s. 2-31). Brno: MSD.

19. Kirby, M. M., DiPaola, M. F. (2011). Academic optimism and community engagement in urban schools. Journal of Educational Administration, 49(5), 542-562. CrossRef

20. Kösterelioğlu, M. A. (2017). The effect of teachers' shared leadership perception on academic optimism and organizational citizenship behaviour: A Turkish case. International Journal of Leadership in Education, 20(2), 246-258. CrossRef

21. Maas, C. J. J., Hox, J. J. (2005). Sufficient sample sizes for multilevel modelling. Methodology European Journal of Research Methods for the Behavioral and Social Sciences, 1(3), 86-92. CrossRef

22. Malinen, O., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. CrossRef

23. Mareš, J. (2004). Přehled kvantitativních metod pro diagnostiku psychosociálního klimatu školy. In S. Ježek (Ed.), Psychosociální klima školy II (s. 87-114). Brno: MSD.

24. Martin, M. O., Foy, P., Mullis, I. V. S., & O'Dwyer, L. M. (2013). Effective schools in reading, mathematics, and science at the fourth grade. In M. O. Martin & I. V. S. Mullis (Eds.), TIMSS and PIRLS 2011. Relationships among reading, mathematics, and science achievement at the fourth grade-implications for early learning (s. 109-180). Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College.

25. Mascall, B., Leithwood, K., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers' academic optimism. Journal of Educational Administration, 46(2), 214-228. CrossRef

26. McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership & Policy in Schools, 5(3), 203-229. CrossRef

27. Meristo, M., & Eisenschmidt, E. (2014). Novice teachers' perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. CrossRef

28. Moghari, E., Lavasani, M. G., Bagherian, V., & Afshari, J. (2011). Relationship between perceived teacher's academic optimism and English achievement: Role of self-efficacy. Procedia: Social & Behavioral Sciences, 15, 2329-2333. CrossRef

29. Ngidi, D. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150. CrossRef

30. Ramelow, D., Currie, D., & Felder-Puig, R. (2015). The assessment of school climate: Review and appraisal of published student-report measures. Journal of Psychoeducational Assessment, 33(8), 731-743. CrossRef

31. Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35-60. CrossRef

32. Russell, S. L., Wentzel, K. R., & Donlan, A. E. (2016). Teachers' beliefs about the development of teacher-adolescent trust. Learning Environments Research, 19(2), 241-266. CrossRef

33. Sezgin, F., & Erdogan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19.

34. Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45(5), 556-568. CrossRef

35. Straková, J., Simonová, J., & Greger, D. (2017). Ověření konceptu akademického optimismu na českých školách druhého stupně povinného vzdělávání. Pedagogická orientace, 27(3), 379-418. CrossRef

36. Straková, J., Simonová, J., & Greger, D. (2018). Vliv postojů učitelů na výsledky žáků. Sociologický časopis / Czech Sociological Review, 54(5), 727-748. CrossRef

37. Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258. CrossRef

38. Van Houtte, M. & Van Maele, D. (2012). Students' sense of belonging in technical/vocational schools versus academic schools: The mediating role of faculty trust in students. Teachers College Record, 114(7), 1-36.

39. Van Maele, D., & Van Houtte, M. (2011). The quality of school life: Teacher-student trust relationships and the organizational school context. Social Indicators Research, 100(1), 85-100. CrossRef

40. Wagner, C. A., & DiPaola, M. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. Journal of School Leadership, 21(6), 893-926. CrossRef

41. Wang, M., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. CrossRef

42. 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 CrossRef

43. Wu, J. H. (2013). Academic optimism and collective responsibility: An organizational model of the dynamics of student achievement. Asia Pacific Education Review, 14(3), 419-433. CrossRef

44. Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51(2), 176-193. CrossRef

Creative Commons License
Vliv akademického optimismu na výsledky žáků středních škol is licensed under a Creative Commons Attribution 4.0 International License.

230 x 157 mm
published: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177

Download