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Teacher Academic Optimism: A Study o...

Little, Katherine R.

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Teacher Academic Optimism: A Study of Teachers' Academic Optimism and Students' Perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Academic Optimism: A Study of Teachers' Academic Optimism and Students' Perceptions./
作者:	Little, Katherine R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	194 p.
附註:	Source: Dissertations Abstracts International, Volume: 73-03, Section: A.
Contained By:	Dissertations Abstracts International73-03A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459499
ISBN:	9781124709499

Teacher Academic Optimism: A Study of Teachers' Academic Optimism and Students' Perceptions.
Little, Katherine R.

Teacher Academic Optimism: A Study of Teachers' Academic Optimism and Students' Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 194 p.

Source: Dissertations Abstracts International, Volume: 73-03, Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2011.

Student efficacy is commonly defined as the belief in a student's capabilities to achieve a goal or outcome. Hoy, Tarter, and Woolfolk Hoy (2006) have studied the impact that teachers can have on student success and suggest that the interaction between teacher and student can have great significance on how supported students feel and therefore, positively impact their academic achievement. The Teacher Academic Optimism Scale-Elementary (Stansberry Beard, Hoy, & Woolfolk Hoy, 2009) and Teacher Academic Optimism Scale-Secondary (Fahy, Wu, & Hoy, 2009) were designed as valid, reliable, and parsimonious measures of teacher academic optimism. The scales measure three factors of academic optimism: teacher efficacy, academic emphasis, and trust in students and parents. Since the construct of individual teacher academic optimism is measureable and thought to be relevant to maximizing students' success, one would expect students to identify similar levels of academic optimism as their teachers; students' responses would be similar to the teachers' academic optimism construct responses. A measure of significant difference between teacher academic optimism and students' perceptions of the academic optimism of their teachers could be problematic for maximization of student academic achievement. This study was designed to determine if a valid and reliable instrument could be designed to determine if there is a significant difference between teacher academic optimism and students' perceptions of the academic optimism of their teachers. A measurement scale, Teacher Academic Optimism Scale-Student Perspective (TAOS-SP), was administered to a census sample of 1,978 United States, Midwestern, suburban middle and high school students. A Teacher Academic Optimism-Teacher Perspective (TAOS-TP) scale was administered to a census sample of 132 middle school and high school teachers of the same population. The scales were designed in parallel format with questions posed from the student and teacher perspectives, respectively. Teacher scale questions were based on the TAOS-E, TAOS-S and the Teachers' Sense of Efficacy Scale (TSES), (Stansberry Beard, Hoy, & Woolfolk Hoy, 2009; Fahy, Wu & Hoy, 2009; Tschannen-Moran & Woolfolk Hoy, 2001). Data were analyzed for each of the three factors, teacher efficacy, academic emphasis, and trust in students and parents. Factor analysis of both the TAOS-SP and TAOS-TP responses yielded pattern matrices that aligned to the theoretical structure hypothesized in the literature. T-tests of independent means revealed a significant level of difference between teachers and students perceptions in two of the three factors, teacher efficacy and academic emphasis, for the entire study sample (grades 6-12) as well as the two disaggregated groups, middle school (grades 6-8), and high school (grades 9-12). For the third factor, trust in parents and students, there was not a significant difference in the means for the grades 6-12 and grades 9-12 groups; however the disaggregated middle school group means demonstrated a significant difference. It is important to note that while teachers' and students' academic optimism perceptions fell on the positive end of the Likert scale, findings suggest that there may be gaps between teachers' beliefs of their own academic optimism and the perceptions of their students. When gaps exist, steps must be taken to bridge the gap in an effort to support student efficacy and ultimately student achievement.

ISBN: 9781124709499Subjects--Topical Terms:

526425
Educational evaluation.

Teacher Academic Optimism: A Study of Teachers' Academic Optimism and Students' Perceptions.
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