Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools

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dc.contributor Newton, Rose Mary
dc.contributor Dagley, David L.
dc.contributor Bauch, Patricia A.
dc.contributor Dyer, Beverly
dc.contributor.advisor Tarter, Clemens John
dc.contributor.author Dean, Sylvia D.
dc.date.accessioned 2017-03-01T14:42:00Z
dc.date.available 2017-03-01T14:42:00Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000619
dc.identifier.other Dean_alatus_0004D_10671
dc.identifier.uri https://ir.ua.edu/handle/123456789/1124
dc.description Electronic Thesis or Dissertation
dc.description.abstract In 2006, Hoy, Tarter, and Woolfolk Hoy introduced a new construct, academic optimism, which was shown to be positively related to student achievement. Academic optimism is comprised of three school properties: academic emphasis, collective efficacy, and faculty trust in students and parents. This study examined surveys from 67 elementary schools in North Alabama to see whether two climate factors (collegial leadership and professional teacher behavior) and two trust factors (trust in the principal and trust in colleagues) were predictors of academic optimism while controlling for SES. The climate factors were measured by the Organizational Climate Index (OCI), the trust factors were measured by the Omnibus Trust Scale, and academic optimism was measured by the School Academic Optimism Scale (SAOS). As predicted, all the independent variables along with SES were significantly related to academic optimism. However, only collegial leadership, trust in colleagues, and SES produced independent contributions toward academic optimism in multiple regressions. Professional teacher behavior and trust in the principal were also shown to be antecedents of both collegial leadership and trust in colleagues. Finally, SES was significantly related to trust in colleagues, but had no impact on collegial leadership.
dc.format.extent 93 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.subject.other Educational Administration
dc.subject.other Elementary Education
dc.title Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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