Academic optimism of individual teachers: Confirming a new construct

被引：79

作者：

Beard, Karen Stansberry ^{[1
]}

Hoy, Wayne K. ^{[1
]}

Hoy, Anita Woolfolk ^{[1
]}

机构：

[1] Ohio State Univ, Sch Educ Policy & Leadership, Columbus, OH 43210 USA

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 05期

关键词：

Teacher beliefs; Academic optimism; Trust; Teacher efficacy; LIFE ORIENTATION TEST; STUDENT-ACHIEVEMENT; ELEMENTARY-SCHOOLS; EFFICACY; ENVIRONMENTS; PESSIMISM; FUTURE;

D O I：

10.1016/j.tate.2010.02.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and research on learned optimism. At the school level, collective academic optimism has been related to academic performance (Hoy, Tarter, & Woolfolk Hoy, 2006b). The analyses tested and supported the validity and reliability of the construct at the individual level with elementary school teachers in a confirmatory factor analysis using Structural Equation Modeling (SEM). (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1136 / 1144

页数：9

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