Research Article
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Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research

Year 2022, Volume: 7 Issue: 1, 1 - 15, 05.07.2022

Mücella Savaş Yalçın

https://doi.org/10.32568/jfce.1035860

Abstract

This study aims to evaluate the academic optimism perceptions of lecturers. The phenomenological design, one of the qualitative research types, was used to examine the academic optimism of the lecturers. The participants of the study consisted of faculty members working in educational sciences in an education faculty. In the data collection process, a semi-structured interview form developed by the researcher was used. In this study, the data were analyzed using the descriptive analysis method. It can be said that there are different interpretations of the collective faculty efficacy evaluations among the lecturers. Some lecturer is inadequate, some are sufficient and some are not able to evaluate. In the academic emphasis theme, it was said that both the lecturer and the students did not pay the necessary attention to academic success. In the research, it was stated that the expectations of the lecturer for the students were generally low.

Keywords

Academic Optimism Teacher Academic Optimism Lecturer

References

  • Anwar, M., Haque, M. A., & Azam, Q. (2014). Teacher academic optimism: A preliminary study measuring the latent construct. FWU Journal of Social Sciences, 8(1), 10-16. http://sbbwu.edu.pk/journal/FWU_Journal_Summer2014,Vol.8,No.1/2_TEACHER_ACADEMIC_OPTIMISM.pdf.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144.
 https://doi.org/10.1016/j.tate.2010.02.003
  • Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.

  • Fahy, P., Wu, H. C, & Hoy, W. K. (2010). Individual academic optimism of secondary teachers: A new concept and its measure. In W. K. Hoy & M. DiPaolo (Eds.), Analyzing School Contexts, 209-227. Charlotte, NC: Information Age Publishing
  • Forsyth, P. B., Adams, C., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York, NY: Teachers College Press.
  • Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–508. https://doi.org/10.3102/00028312037002479
  • Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration, 50(1), 76–97. https://doi.org/10.1108/09578231211196078
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425.
  • Hoy, W. K., & Smith, P. A. (2007). Influence: a key to successful leadership. The International Journal of Educational Management, 21(2), 158-167.
 https://doi.org/10.1108/09513540710729944
  • Hoy, W.K., & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary schools. Journal of School Leadership, 9(3), 185-207. https://doi.org/10.1177/105268469900900301
  • Kurz, N. M. (2006). The relationship between teachers’ sense of academic optimism and commitment to the profession (Unpublished doctoral dissertation). University of Ohio State, USA.
  • McGuigan, L. & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203–229. https://doi.org/10.1080/15700760600805816
  • Nelson, L. M. (2012). The Relatıonshıp Between Academic Optimism and Academic Achievement in Mıddle Schools in Mississippi. (Doctoral dissertation, The University of Southern Mississippi). Retrieved from https://aquila.usm.edu/cgi/viewcontent.cgi?article=1837&context=dissertations
  • Ngidi, D. P. (2012). Academic optimism: an individual teacher belief. Educational Studies, 38(2), 139-150. https://doi.org/10.1080/03055698.2011.567830
  • Pikero, L. E. (2015). Revealing Academic Optimism in a High Achieving Middle School: A Case Study, (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/1732683858?pq-origsite=gscholar&fromopenview=true.
  • Smith, A. Y. (2008). Academic optimism of schools: An investigation of the construct validity of academic optimism, Hoy et al. model. (Doctoral dissertation). Retrieved from http://0- search.proquest.com.innopac.library.unr.edu/dissertations
  • Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Education and Administration, 45(5), 556-568. https://doi.org/10.1108/09578230710778196
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. https://doi.org/10.3102/00346543070004547
  • Wagner, C., & DiPaola, M. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. Journal of School Leadership, 21(6), 891–924. https://doi.org/10.1177/105268461102100607
  • Woolfolk Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821–832. https://doi.org/10.1016/j.tate.2007.08.004
  • Woolfolk Hoy, A. (2012). Academic optimism and teacher education. The Teacher Educator, 47(2), 91-100. https://doi.org/10.1080/08878730.2012.662875
  • Yıdırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications on 21. 06. 2017

Year 2022, Volume: 7 Issue: 1, 1 - 15, 05.07.2022

Mücella Savaş Yalçın

https://doi.org/10.32568/jfce.1035860

Abstract

References

  • Anwar, M., Haque, M. A., & Azam, Q. (2014). Teacher academic optimism: A preliminary study measuring the latent construct. FWU Journal of Social Sciences, 8(1), 10-16. http://sbbwu.edu.pk/journal/FWU_Journal_Summer2014,Vol.8,No.1/2_TEACHER_ACADEMIC_OPTIMISM.pdf.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144.
 https://doi.org/10.1016/j.tate.2010.02.003
  • Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.

  • Fahy, P., Wu, H. C, & Hoy, W. K. (2010). Individual academic optimism of secondary teachers: A new concept and its measure. In W. K. Hoy & M. DiPaolo (Eds.), Analyzing School Contexts, 209-227. Charlotte, NC: Information Age Publishing
  • Forsyth, P. B., Adams, C., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York, NY: Teachers College Press.
  • Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–508. https://doi.org/10.3102/00028312037002479
  • Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration, 50(1), 76–97. https://doi.org/10.1108/09578231211196078
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425.
  • Hoy, W. K., & Smith, P. A. (2007). Influence: a key to successful leadership. The International Journal of Educational Management, 21(2), 158-167.
 https://doi.org/10.1108/09513540710729944
  • Hoy, W.K., & Tschannen-Moran, M. (1999). Five faces of trust: an empirical confirmation in urban elementary schools. Journal of School Leadership, 9(3), 185-207. https://doi.org/10.1177/105268469900900301
  • Kurz, N. M. (2006). The relationship between teachers’ sense of academic optimism and commitment to the profession (Unpublished doctoral dissertation). University of Ohio State, USA.
  • McGuigan, L. & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203–229. https://doi.org/10.1080/15700760600805816
  • Nelson, L. M. (2012). The Relatıonshıp Between Academic Optimism and Academic Achievement in Mıddle Schools in Mississippi. (Doctoral dissertation, The University of Southern Mississippi). Retrieved from https://aquila.usm.edu/cgi/viewcontent.cgi?article=1837&context=dissertations
  • Ngidi, D. P. (2012). Academic optimism: an individual teacher belief. Educational Studies, 38(2), 139-150. https://doi.org/10.1080/03055698.2011.567830
  • Pikero, L. E. (2015). Revealing Academic Optimism in a High Achieving Middle School: A Case Study, (Doctoral dissertation). Retrieved from https://www.proquest.com/docview/1732683858?pq-origsite=gscholar&fromopenview=true.
  • Smith, A. Y. (2008). Academic optimism of schools: An investigation of the construct validity of academic optimism, Hoy et al. model. (Doctoral dissertation). Retrieved from http://0- search.proquest.com.innopac.library.unr.edu/dissertations
  • Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Education and Administration, 45(5), 556-568. https://doi.org/10.1108/09578230710778196
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. https://doi.org/10.3102/00346543070004547
  • Wagner, C., & DiPaola, M. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. Journal of School Leadership, 21(6), 891–924. https://doi.org/10.1177/105268461102100607
  • Woolfolk Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821–832. https://doi.org/10.1016/j.tate.2007.08.004
  • Woolfolk Hoy, A. (2012). Academic optimism and teacher education. The Teacher Educator, 47(2), 91-100. https://doi.org/10.1080/08878730.2012.662875
  • Yıdırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications on 21. 06. 2017
There are 24 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Mücella Savaş Yalçın 0000-0002-0226-999X

Publication Date July 5, 2022
Submission Date December 13, 2021
Published in Issue Year 2022 Volume: 7 Issue: 1

Cite

APA Savaş Yalçın, M. (2022). Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. Journal of Family Counseling and Education, 7(1), 1-15. https://doi.org/10.32568/jfce.1035860
AMA Savaş Yalçın M. Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. JFCE. July 2022;7(1):1-15. doi:10.32568/jfce.1035860
Chicago Savaş Yalçın, Mücella. “Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research”. Journal of Family Counseling and Education 7, no. 1 (July 2022): 1-15. https://doi.org/10.32568/jfce.1035860.
EndNote Savaş Yalçın M (July 1, 2022) Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. Journal of Family Counseling and Education 7 1 1–15.
IEEE M. Savaş Yalçın, “Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research”, JFCE, vol. 7, no. 1, pp. 1–15, 2022, doi: 10.32568/jfce.1035860.
ISNAD Savaş Yalçın, Mücella. “Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research”. Journal of Family Counseling and Education 7/1 (July 2022), 1-15. https://doi.org/10.32568/jfce.1035860.
JAMA Savaş Yalçın M. Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. JFCE. 2022;7:1–15.
MLA Savaş Yalçın, Mücella. “Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research”. Journal of Family Counseling and Education, vol. 7, no. 1, 2022, pp. 1-15, doi:10.32568/jfce.1035860.
Vancouver Savaş Yalçın M. Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. JFCE. 2022;7(1):1-15.