Variation in Teachers’ Academic Optimism: Examining the Impact of Classroom Composition and School Academic Optimism.

• In Event: Unpacking Educational Dynamics: From School Characteristics to Equity-Driven Initiatives

Abstract

Teacher academic optimism (TAO) is crucial for student achievement, even when considering background variables like SES and migration. This study investigates how TAO varies with classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Through Bayesian multilevel structural equation modelling, we find that educational track significantly influences TAO, regardless of students' background characteristics. Furthermore, the relationship between SAO and TAO is emphasized. To cultivate inclusive and effective learning environments, policymakers and educators should prioritize investing in SAO by fostering a teaching team that believes in their ability to educate all students, creating a trusting environment that actively involves students and parents, and maintaining high expectations for every student, irrespective of their background or educational track.

Authors

• Ruud Lelieur, University of Antwerp

• Jose Manuel Rivera Espejo, University of Antwerp

• Noel Clycq, University of Antwerp

• Jan Vanhoof, Antwerp University