Teachers’ Attributes for Academic Optimism: Understanding Its Development for Equity and Excellence.

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teacher Perspectives and Supports in Rural and International Settings to Inform Leadership (Table 30)

Abstract

Teacher academic optimism (TAO) is an important teacher characteristic influencing student achievement, even after controlling for background variables such as SES and migration. This study examines teachers' attributions for high or low levels of TAO (RQ1) and explores the influence of the number of disadvantaged students and school academic optimism (SAO) on these attributions (RQ2). Semi-structured interviews were conducted with 16 teachers from eight secondary schools, varying in SAO levels and the number of disadvantaged students. Results reveal that teachers in academically optimistic schools speak differently about their students, their school, and themselves. The way they attribute TAO levels involves recognizing opportunities and acknowledging responsibilities. These insights withhold possibilities for increasing academic optimism by addressing teachers' perceptions and attributions.

Authors

• Ruud Lelieur, University of Antwerp

• Ruben Vanrusselt

• Noel Clycq, University of Antwerp

• Jan Vanhoof, Antwerp University