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Abstract

Scholar have recently exerted a great deal of time and effort on investigating the concept of academic optimism in the content of achieving a higher level of student success. The purpose of this study was to examine the relationships between bureaucratic school structure and teacher academic optimism. This study concentrating on examining the relationships between bureaucratic school structure and teacher sense of academic optimism conducted relational search model and made use of a survey for gathering data. A total of 211 teachers employed in 14 primary schools in Kastamonu participated in this study. "Enabling School Structure Scale" originally developed by Hoy and Sweetland (2000) and adapted into Turkish by Buluç (2009) and "Academic Optimism of Individual Teacher Measure" originally developed by Beard, Hoy and Woolfolk Hoy (2009) and adapted into Turkish by Yıldız (2011) were used to gather data. Mean, standard deviation, correlation and regression analyses were conducted to analyze the data. Results indicated that bureaucratic school structure was positively and significantly associated with teacher academic optimism and that bureaucratic school was a positive and significant predictor of teacher academic optimism. Results were discussed with regard to improving enabling school structures and teacher sense of academic optimism.

Keywords

• Bureaucratic school structure, academic optimism, teacher, primary school.

The Relationship Between Bureaucratic School Structure and Teachers' Level of Academic Optimism / Bürokratik Okul Yapısı ile Öğretmenlerin Akademik İyimserlik Düzeyleri Arasındaki İlişki

Abstract

Son yıllarda araştırmacılar, öğrenci başarısının artırılmasında bağlamında akademik iyimserlik kavramının araştırılmasına yoğun bir zaman ve çaba harcamaktadırlar. Bu araştırmanın amacı, okulların bürokratik yapıları ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişkilerin incelenmesidir. Bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik algıları arasındaki ilişkilere odaklanan mevcut araştırma, ilişkisel tarama modelinde tasarlanmış ve veri toplamak amacıyla ölçek kullanılmıştır. Araştırmaya, Kastamonu ili merkez ilçe sınırları içinde bulunan 14 ilköğretim okulunda görev yapan toplam 211 öğretmen katılmıştır. Araştırma verilerinin toplanmasında, Hoy ve Sweetland (2000) tarafından geliştirilen ve Buluç (2009) tarafından Türkçeye uyarlanan "Okul Yapısının Etkililiği Ölçeği" ve Beard, Hoy ve Woolfolk Hoy (2009) tarafından geliştirilen ve Yıldız (2011) tarafından Türkçeye uyarlanan "Bireysel Akademik İyimserlik Ölçeği" kullanılmıştır. Verilerin analizinde ortalama, standart sapma, korelasyon ve regresyon analizi kullanılmıştır. Araştırma sonuçları, etkili bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik düzeyleri arasında olumlu ve anlamlı bir ilişki olduğunu ve etkili bürokratik okul yapısının öğretmenlerin akademik iyimserlik düzeylerinin anlamlı bir yardayıcısı olduğunu göstermektedir. Araştırma sonuçları, etkili bürokratik okul yapılarının ve öğretmenlerin akademik iyimserlik algılarının geliştirilmesi bağlamında tartışılmıştır.

Keywords

• Bürokratik okul yapısı, akademik iyimserlik, öğretmen, ilköğretim okulu.

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