Improving Mathematics Results: Does Teachers' Academic Optimism Matter? A Study of Lower Secondary Schools

Autor/inn/en	Straková, Jana; Simonová, Jaroslava; Greger, David
Titel	Improving Mathematics Results: Does Teachers' Academic Optimism Matter? A Study of Lower Secondary Schools
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 3, S.446-463 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1446449
Schlagwörter	Pilot Projects; Mathematics Instruction; Mathematics Achievement; Secondary School Mathematics; Foreign Countries; Grade 9; Structural Equation Models; School Effectiveness; Beliefs; Teacher Attitudes; Factor Analysis; Secondary School Teachers; Mathematics Tests; Academic Achievement; Secondary Schools; Questionnaires; Statistical Analysis; Czech Republic; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Schuleffizienz; Belief; Glaube; Lehrerverhalten; Faktorenanalyse; Schulleistung; Sekundarschule; Fragebogen; Statistische Analyse; Tschechische Republik
Abstract	Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher's professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students' outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school's academic optimism on students' achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01