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Title
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Why teachers are (less) academic optimistic : attributions and the impact of student population and school culture
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Author
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Abstract
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| Teacher academic optimism (TAO) is a teacher characteristic influencing student achievement, even after controlling for SES and migration background. Academically optimistic teachers believe they can make a difference, build trusting relationships with students and parents, and focus on learning. This study examines how teachers attribute causes for high or low levels of TAO (RQ1) and what role student population and school academic optimism (SAO) play in this (RQ2). Data were collected through semi-structured interviews with 16 teachers from eight secondary schools differing by student population and SAO. Analyses show that teachers attribute high degrees of TAO using various causes. In contrast, a low degree is attributed only to causes outside themselves and outside their control. Moreover, it appears that the composition of student population does not, but the degree of SAO does play a role. Teachers in academically optimistic schools speak differently about their students, their school, and their job. This implies that through the attributions teachers make, work can be done to create AO. |
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Language
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English
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Source (journal)
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Pedagogische studiën : tijdschrift voor onderwijskunde en opvoedkunde / Dr. D. Bos-Fonds; Vlaams Forum voor Onderwijsresearch. - Groningen, 1970, currens
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Publication
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Groningen
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Wolters-Noordhoff
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2023
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ISSN
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0165-0645
[print]
2666-3996
[online]
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DOI
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10.59302/PS.V100I4.18350
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Volume/pages
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100
:4
(2023)
, p. 365-395
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ISI
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001133561700001
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Full text (Publisher's DOI)
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Full text (open access)
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