Publication
Title
Variation in teachers’ academic optimism : examining the impact of classroom composition and school academic optimism
Author
Abstract
Teacher academic optimism (TAO) is crucial for student achievement, even considering background variables like SES and migration. This study investigates the variation of TAO in relation to classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Bayesian multilevel structural equation modelling, conducted on data from 1061 teachers in 37 secondary schools, reveals that educational track significantly influences TAO, regardless of students' background characteristics. Furthermore, the relationship between SAO and TAO is emphasized. To cultivate inclusive and effective learning environments, policymakers and educators should prioritize investing in SAO, particularly in vocational tracks.
Language
English
Source (journal)
International journal of educational research. - Oxford
Publication
Oxford : 2024
ISSN
0883-0355
DOI
10.1016/J.IJER.2024.102350
Volume/pages
125 (2024) , p. 1-13
Article Reference
102350
ISI
001220603800001
Full text (Publisher's DOI)
Full text (open access)
The author-created version that incorporates referee comments and is the accepted for publication version Available from 29.03.2025
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
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Record
Identifier
Creation 30.03.2024
Last edited 29.05.2024
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