The Relationship between Teachers’ Academic Optimism Culture and Student Achievement in Junior High Schools in Tehran

Document Type: Original Article

Authors

1 Department of Educational Sciences, Shahid Mofateh Campus, Farhangian University, Shahr-e-Rey, Tehran, Iran

2 Educational Administration. Islamic Azad University. Garmsar Branch. Tehran. Iran

Abstract

The purpose of this research is to examine the relationship between teachers' academic optimism and student achievement at Junior High Schools in Tehran in School Year of 2017-2018. The research was performed through the descriptive method (correlation). Statistical population of the research consisted of all Junior High school teachers in Tehran, about 2610 teachers. According to Morgan's Table, the sample size for the study consisted of 335 teachers (150=Females and 185=Males) who were selected by simple random sampling. Data gathering tools for measuring academic optimism was a standard questionnaire (Hoy, 2010) with a reliability coefficient of 0.86 and to measure student achievement structures were the average score of the students that had in class. Data were analyzed using descriptive statistics of mean, standard deviation, and Spearman correlation coefficients and regression analysis. The results showed that all three components of the condition of the culture of academic optimism (self-efficacy, academic emphasis, and trust) were rated as relatively unfavorable views of teachers (low). The condition of the academic optimism of teachers with an associate degree, bachelors and master is alike and low. There were no significant differences among male and female teachers. Another result showed that there was a significant relationship between teachers' academic optimism and student achievement. There was a significant positive relationship between each of the components of the culture of Hoy’s Theory (sense of self-efficacy, teacher’s trust, and academic emphasis of Teachers of English) and student achievement

Keywords


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