Teacher Academic Optimism: Secondary Teacher (TAOS-S)

1.    
How
much
can
you
do
to
motivate
students
who
show
 low
interest
in
school
work?
2.    How
much
can
you
do
to
get
students
to
believe
they can do
well
in
school
work?
3.    How much can you do to get children to follow classroom rules?
4.    
Most
of
my
students
are
honest.
5.    My
students’
parents
are
reliable.
6.    I trust my students.
7.    
I
press
my
students
to
achieve
academically.
8.    
I
give
my
students
challenging
work.
9.    
I
set
high‚
but
attainable
goals
for
my
student.
 
Teacher Sense of Self Efficacy (0.85)‚ Trust in Student and Parents (0.87)‚ Academic Emphasis (0.83)
 
Items 1-3: 1=
 Nothing‚ 2=Very Little‚ 4=Some Influence‚ 4=Quite a bit‚ 5= A Great Deal frequently
occurs.
Items 4-9: 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‚ and 6‚ and then divide by 3.
3-   Academic Emphasis (AE): Sum scores for items 7‚ 8‚ and 9‚ then divide by 3.
4-   Standard score= [100X (items mean – Scale mean)/ std]+500
 
This instrument can be found at: http://www.waynekhoy.com/pdfs/taos-e.pdf    
 

Fahy‚ P. F.‚ Wu‚ H. C.‚ & Hoy‚ W. K. (2010). Individual academic optimism of teachers: A new concept and its measure. In Wayne K. Hoy & Michael DiPaola (eds.). Analyzing school contexts: Influences of principals and teachers in the service of students. Greenwich‚ CN: Information Age.

Hoy‚ W. K.‚ Tarter‚ C. J.‚ & Woolfolk Hoy‚ A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal‚ 43‚ 425-446.