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AutorenWu, Jason Hsinchieh; Lin, Chunn-Ying
TitelA Multilevel Analysis of Teacher and School Academic Optimism in Taiwan Elementary Schools
QuelleIn: Asia Pacific Education Review, 19 (2018) 1, S.53-62 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1598-1037
DOI10.1007/s12564-017-9514-5
SchlagwörterHierarchical Linear Modeling; Elementary School Students; Elementary School Teachers; Foreign Countries; Positive Attitudes; Academic Achievement; Minority Group Students; Correlation; Student Attitudes; Teacher Attitudes; Statistical Analysis; Taiwan
AbstractResearch on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear modeling to empirically test the relationship between individual teacher academic optimism and collective school academic optimism. By using the data from 1073 teachers in 102 schools in Taiwan, the results show that around 10% of variance in teacher academic optimism came from school level, and that school academic optimism explained nearly all of the between-school variance as it overpowered a number of school contextual variables, such as percentage of minority students and student achievement, in predicting variation in teacher academic optimism. The implications of these findings for future research are discussed. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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