Araştırma Makalesi
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Yıl 2022, Cilt 7, Sayı 1, 1 - 15, 05.07.2022
https://doi.org/10.32568/jfce.1035860

Öz

Kaynakça

  • 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 The relationship between teachers’ sense of academic optimism and commitment to the profession (Unpublished doctoral dissertation).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

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

Yıl 2022, Cilt 7, Sayı 1, 1 - 15, 05.07.2022
https://doi.org/10.32568/jfce.1035860

Öz

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.

Kaynakça

  • 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

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Mücella SAVAŞ YALÇIN> (Sorumlu Yazar)
ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ
0000-0002-0226-999X
Türkiye

Yayımlanma Tarihi 5 Temmuz 2022
Başvuru Tarihi 13 Aralık 2021
Kabul Tarihi 16 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 7, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { jfce1035860, journal = {Journal of Family Counseling and Education}, eissn = {2548-1290}, address = {Sakarya Üniversitesi Eğitim Fakültesi E Blok 5204 Nolu Oda Hendek/Sakarya}, publisher = {Eyüp ÇELİK}, year = {2022}, volume = {7}, number = {1}, pages = {1 - 15}, doi = {10.32568/jfce.1035860}, title = {Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research}, key = {cite}, author = {Savaş Yalçın, Mücella} }
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 . DOI: 10.32568/jfce.1035860
MLA Savaş Yalçın, M. "Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research" . Journal of Family Counseling and Education 7 (2022 ): 1-15 <https://dergipark.org.tr/tr/pub/jfce/issue/70328/1035860>
Chicago Savaş Yalçın, M. "Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research". Journal of Family Counseling and Education 7 (2022 ): 1-15
RIS TY - JOUR T1 - Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research AU - MücellaSavaş Yalçın Y1 - 2022 PY - 2022 N1 - doi: 10.32568/jfce.1035860 DO - 10.32568/jfce.1035860 T2 - Journal of Family Counseling and Education JF - Journal JO - JOR SP - 1 EP - 15 VL - 7 IS - 1 SN - -2548-1290 M3 - doi: 10.32568/jfce.1035860 UR - https://doi.org/10.32568/jfce.1035860 Y2 - 2022 ER -
EndNote %0 Journal of Family Counseling and Education Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research %A Mücella Savaş Yalçın %T Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research %D 2022 %J Journal of Family Counseling and Education %P -2548-1290 %V 7 %N 1 %R doi: 10.32568/jfce.1035860 %U 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 (Temmuz 2022): 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. 2022; 7(1): 1-15.
Vancouver Savaş Yalçın M. Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research. Journal of Family Counseling and Education. 2022; 7(1): 1-15.
IEEE M. Savaş Yalçın , "Evaluation of Academic Optimism Levels of The Lecturer: A Qualitative Research", Journal of Family Counseling and Education, c. 7, sayı. 1, ss. 1-15, Tem. 2022, doi:10.32568/jfce.1035860