Abstract
Present study aimed at exploring whether academic optimism exists as a general latent construct comprising teacher self-efficacy, teacher trust in parents and students, and teacher emphasis on academics. During first phase of the study Teacher Academic Optimism Scale-Elementary (TAOS-E; Beard, Hoy, & Woolfolk Hoy, 2010) was used. The data was collected from primary school teachers of Islamabad (N=243). The Confirmatory Factor Analysis (CFA) showed an acceptable model fit, with low reliabilities of the two subscales i.e., Teacher self-efficacy, Teacher trust in parents and students and Academic emphasis, .38, .70 and .37 respectively, with full scale reliability of .48. Therefore, it was decided to revise the instrument in order to improve its reliability. Exploratory Factor analysis (EFA) was performed on the same data which resulted in a meaningless factor structure. During second phase of the study, through literature review and discussions with teachers the instrument was revised, and put to test on a sample of teachers (N=201). The final scale comprised of 25 items with good reliability (α=.91).

Momna Anwar, M Anis-ul-Haque. (2014) Teacher Academic Optimism: A Preliminary Study Measuring the Latent Construct, , Volume-08, Issue-1.
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