1. How much can you do to get students to believe they can do well in school work?
2. To what extent can you craft good questions for your students?
3. How much can you do to get children to follow classroom rules?
4. I trust the parents of my students
5. I can count on parent support.
6. I trust my students.
7. I have confidence in my students.
8. I ask students to explain how they get their answers.
9. I don’t accept shoddy work from my students.
10.I give my students challenging work.
11.I press my students to achieve academically.
Teacher Sense of Self Efficacy (0.73)‚ Trust in Student and Parents (0.79)‚ Academic Emphasis (0.71)
Items 1-3: 1=
Nothing‚ 2=Very Little‚ 4=Some Influence‚ 4=Quite a bit‚ 5= A Great Deal frequently
Items 4-11: 1= Never‚ 2= Rarely‚ 3= Sometimes‚ 4= Often‚ 5= Always
1- Self-Efficacy (SE): Sum the scores of items 1‚ 2‚ and 3‚ and then divide by 3.
2- Trust (T): Sum the scores of items 4‚ 5‚ 6‚ and 7‚ and then divide by 4.
3- Academic Emphasis (AE): Sum scores for items 8‚ 9‚ 10‚ and 11‚ then divide by 4.
4- Standard score= [100X (items mean – Scale mean)/ std]+500
Beard‚ K. S.‚ Hoy‚ W. K.‚ & Woolfolk Hoy‚ A (2009). Academic optimism of individual teachers: Confirming a new construct. Working Paper‚ Ohio State University.
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.
Woolfolk Hoy‚ A.‚ Hoy‚ W. K.‚ Kurz‚ N. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching and Teacher Education‚ 24‚ 821-834.