Improving School Academic Optimism: The Impact of Performance Leadership and Teacher-Student-Parent Alignment

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teachers' Agency, Intentions, and Practices (Table 5)

Abstract

This study explores critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that school leaders who explicitly focus on academic optimism generate more academic optimism but also foster more alignment between teachers, students, and parents, elevating the level of school academic optimism. The research, conducted in Antwerp, Belgium, involved 1061 teachers across 37 schools. The findings, analyzed using structural equation modelling, confirm the hypothesis. Interestingly, the study reveals that increased parental involvement is beneficial for academic optimism, while increased parental participation may pose potential risks. This nuanced understanding of parental engagement opens promising avenues for future exploration.

Authors

• Ruud Lelieur, University of Antwerp

• Jan Vanhoof, Antwerp University

• Noel Clycq, University of Antwerp