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The relationship between teachers' sense of academic optimism and commitment to the profession

Kurz, Nan M.

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
Using the theoretical frames of positive psychology and social cognitive theory, this study explored teachers’ beliefs that influence their commitment to the profession. While commitment significantly influences teacher effectiveness, little has been known about teachers’ cognitive thought processes related to commitment. Therefore, this study examined the relationship between teachers’ commitment and key beliefs. In particular, teachers’ beliefs about their ability to bring about desired student outcomes (teachers’ sense of efficacy); thoughts about quality relationships with their students and parents (trust); and high priorities for academic tasks (academic emphasis) form the underlying construct of academic optimism as a characteristic of individual teachers. To test the relationship between teachers’ sense of academic optimism and commitment to the profession, data were collected from a random sample of third and fourth grade teachers in Ohio. Correlational and exploratory factor analyses were conducted to analyze the data and the proposed models. In addition, analyses included an investigation into teacher factors (years of experience, certification/licensure status, and degree attained) and student factors (socioeconomic status, minority background, and identified status) related to teachers’ sense of academic optimism. The results of the investigation supported the hypotheses that academic optimism is comprised of teachers’ sense of efficacy, and their emphasis on academics. Teacher factors are not related to teachers’ sense of academic optimism. Academic optimism is positive related to students’ socioeconomic status, but teacher experience and expertise factors are not related to teachers’ sense of academic optimism. Finally, academic optimism is related to teachers’ to the profession.
Anita Woolfolk Hoy (Advisor)
154 p.

Recommended Citations

Citations

  • Kurz, N. M. (2006). The relationship between teachers' sense of academic optimism and commitment to the profession [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317

    APA Style (7th edition)

  • Kurz, Nan. The relationship between teachers' sense of academic optimism and commitment to the profession. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317.

    MLA Style (8th edition)

  • Kurz, Nan. "The relationship between teachers' sense of academic optimism and commitment to the profession." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317

    Chicago Manual of Style (17th edition)