How School Leadership and Organizational Culture Shape Teacher Academic Optimism

• In Event: Schoolwide Capacity Building: Shaping Teachers and Principals

Abstract

Research shows that teachers’ academic optimism significantly enhances student performance, regardless of students' socioeconomic or migration background. This study investigates the impact of school-related antecedents on teachers' academic optimism, with a particular focus on leadership and school culture as perceived by secondary school teachers in Antwerp, Belgium. A path model assesses if school leadership impacts academic optimism directly or through school culture. Findings reveal that rational goal and open system perspectives positively affect academic optimism, while internal process and human relations perspectives have a negative effect. In addition, instructional, shared, authentic leadership, and performance management predict academic optimism both directly and indirectly. These findings enhance understanding of the interplay between leadership, culture and academic optimism, offering insights for educational policy.

Authors

• Jan Vanhoof, Antwerp University

• Ruud Lelieur, University of Antwerp

• Noel Clycq, University of Antwerp