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).