Citation

Individual Academic Optimism of Secondary Teacher: A Confirmatory Factor Analysis

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Abstract:

This study is an investigation of teacher beliefs that are likely to foster greater student achievement in the classroom. Educational leaders need to develop school cultures and teacher beliefs that facilitate student achievement. To these ends, the current inquiry frames the theoretical and operational issues that are necessary to develop teacher beliefs that lead to higher levels of student learning and achievement in schools. Individual academic optimism of teachers is conceptualized; then a confirmatory factor analysis using structural equation modeling is performed to validate the construct. Further, a second hypothesis is developed and tested to support the predictive validity of individual academic optimism. Finally, conclusions are drawn about academic optimism and its application by school leaders to improve schools.

Most Common Document Word Stems:

teacher (142), academ (141), optim (127), student (97), hoy (74), school (71), trust (54), efficaci (51), measur (40), sens (37), individu (36), posit (35), parent (33), item (33), emphasi (32), factor (30), secondari (30), achiev (29), woolfolk (27), studi (26), analysi (25),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p376793_index.html
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MLA Citation:

Fahy, Patrick., Wu, Hsin-Chieh. and Hoy, Wayne. "Individual Academic Optimism of Secondary Teacher: A Confirmatory Factor Analysis" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p376793_index.html>

APA Citation:

Fahy, P. , Wu, H. and Hoy, W. K. , 2009-11-19 "Individual Academic Optimism of Secondary Teacher: A Confirmatory Factor Analysis" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <APPLICATION/PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p376793_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study is an investigation of teacher beliefs that are likely to foster greater student achievement in the classroom. Educational leaders need to develop school cultures and teacher beliefs that facilitate student achievement. To these ends, the current inquiry frames the theoretical and operational issues that are necessary to develop teacher beliefs that lead to higher levels of student learning and achievement in schools. Individual academic optimism of teachers is conceptualized; then a confirmatory factor analysis using structural equation modeling is performed to validate the construct. Further, a second hypothesis is developed and tested to support the predictive validity of individual academic optimism. Finally, conclusions are drawn about academic optimism and its application by school leaders to improve schools.


Similar Titles:
A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting

Integrating Resiliency Models into School Partnerships: Empowering Teachers and Parents collaborations to increase student achievement at the high school level

Collegial Leadership, Teacher Professionalism, Faculty Trust: Predicting Teacher Academic Optimism in Elementary Schools


 
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