© Hoy, 2011

Academic Optimism:Academic Optimism: Its History and Nature Its History and Nature

Professor Wayne K. HoyProfessor Wayne K. Hoy

Seton Hall, NJ, April 16, 2011Seton Hall, NJ, April 16, 2011

© Hoy, 2011

Organizational Climate of SchoolsOrganizational Climate of SchoolsDimensions of Principal’s Behavior

Supportive—reflects a concern for teachers, is open to suggestions, respects teachers’ professional competence. Praise is genuine and frequent and criticism is constructive.

The principal uses constructive criticism.

Directive—maintains close and constant control over all teacher and school activities.The principal monitors everything teachers do.

Restrictive—Hinders rather than facilitates teacher work; burdens with busywork.• Routine duties interfere with the job of teaching.

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Dimensions of Teacher Behavior

Collegial—supports open and professional interactions among teachers. Teachers are enthusiastic, accepting, and mutually respectful of professional competence.

Teachers respect the professional competence of their colleagues.

Intimate—reflects a cohesive and strong network of socials support among the faculty. Teachers know each other well, are close personal friends, and socialize.

• Teachers socialize with each other.Disengaged—refers to a lack of meaning and focus in professional activities. Teachers are simply putting in time and going

through the motions.• Faculty meetings are useless.1

© Hoy, 2011

Organizational Climate of SchoolsOrganizational Climate of Schools

SupportiveDirectiveRestrictive

CollegialIntimateDisengaged

Openness of Principal Behavior

Openness of Teacher Behavior

© Hoy, 2011

Types of Organizational ClimateTypes of Organizational ClimateTypes of Organizational ClimateTypes of Organizational Climate

Principal Behavior

Open Closed

Open

Closed

TeacherBehavior

Open Climate

EngagedClimate

Closed Climate

DisengagedClimate

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Organizational HealthOrganizational Health Inventory (OHI)Organizational Health

Organizational Health Inventory (OHI)

Institutional (Community) Level—Interactions with the community

• Institutional Integrity

Managerial Level—Interactions with the principal

• Principal Influence

• Consideration

• Initiating Structure

• Resource Support

School Level—Interactions with colleagues and students

• Morale

•Academic Emphasis

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Organizational HealthOrganizational Health

A Healthy School Climate is characterized by institutional integrity--teachers are protected from disruptive outside forces. The principal has influence with superiors, gets needed resources, and has a integrated leadership style that is concern with both the task at hand and the social well being of teachers. Morale is high and there is a general press for academic achievement by teachers, parents, and students.

A Unhealthy School Climate is vulnerable to disruptive outside forces. The principal has little influence with superiors, resources are scarce, and the principal neither sets direction nor is supports teachers. Moral is poor and there is limited attention to academic matters because the teacher have given up.

However, only Academic Emphasis was consistently related to student achievement, controlling for SES.

First school property related to Student Achievement, controlling for SES.

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Trust: The First Generation of Studies--RutgersTrust: The First Generation of Studies--Rutgers

Bill Kupersmith

TRUST: A generalized sense held by the work group that the word or promise

of another could be relied upon (Rotter).

Measures: Faculty trust…. In Colleagues

In Principal

In District

Trust related to many important attributes:

• Authentic leadership of the principal

• Morale of faculty

• Openness of climate

• Health of school

• Subjective measure of effectiveness

BUT NOT to ACHIEVEMENT, controlling for SES.

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Trust: The Second Generation—Ohio StateTrust: The Second Generation—Ohio StateMegan Tschannen-Moran (OSU)—more refined definition of trust.

TRUST: Trust is a state in which individuals and groups are willing to make themselves vulnerable to others and take risks with confidence that others will respond to their actions in positive ways, with benevolence, predictability, competence, honesty, and openness.

Faculty Trust in

1) Colleagues 2) Principal 3) Students 4)Parents

Faculty Trust in Students and Parents is the same thing.

Measured three referents of trust (Omnibus T-Scale)

Faculty Trust in Student and Parents was related to Student Achievement controlling for SES.

Second organizational property to make a difference in achievement.

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Collective Efficacy—Ohio StateCollective Efficacy—Ohio State

Roger Goddard (OSU)—A study of Collective Efficacy

Grew out of the work of Albert Bandura, who claimed efficacy could be framed as a collective as well as an individual construct.

COLLECTVE EFFICACY: teachers as a whole (as a collective) have a sense that they can organize and execute decisions and influence the activities that have positive effects on students.

Developed a reliable and valid measure of the collective efficacy of a school.

Collective Efficacy was the third property of schools that predicted student achievement controlling for SES and other demographic characteristics of schools.

Academic Emphasis, Trust in Clients, and Collective Efficacy were the three characteristics that make a difference in schools beyond SES.

What about the three properties working together?

Three properties added together should explain more variance in achievement-But!

HOW TO RESOLVE THIS PROBLEM?

© Hoy, 2011

AcademicEmphasis

CollectiveEfficacy

FacultyTrust

Academic Optimism is the uniting of these three concepts into an integrated whole.

Efficacy is the belief faculty can make a positive contribution to student learning: teachers believe in themselves. Trust is the belief that students, parents, teachers can cooperate to improve student learning: teachers believe in their students. Academic Emphasis is the academic enactment of these beliefs: teachers act to improve academic success of students.

Academic Optimism is the collective belief that that: The faculty can make a difference--cognitive facet.Students can learn--affective and emotional side.Academic performance can be achieved--behavioral enacted.

The elements of academic optimism and their reciprocal relation to each other.

Academic Optimism: A New Construct

© Hoy, 2011

StudentAchievement

Science

Academic Optimism

Mathematics

Academic EmphasisCollective EfficacyFaculty Trust in

Students and Parents

Urbanicity

SocioeconomicStatus

Priori StudentAchievement

Mathematics Science

Academic Optimism and School Achievement: A Theoretical Model

© Hoy, 2011

StudentAchievement

Science

Academic Optimism

Mathematics

Academic Emphasis

Collective Efficacy

Faculty Trust in Students & Parents

A Test of the Academic Optimism and Student Achievement Model (Hoy, Tarter, Hoy, 2007)

1.00

.90

.75

.99

.92

© Hoy, 2011

StudentAchievement

Science

Academic Optimism

Mathematics

Academic Emphasis

Collective Efficacy

Faculty Trust in Students & Parents

Urbanicity

SocioeconomicStatus

Priori StudentAchievement

Mathematics Science

A Test of the Academic Optimism and Student Achievement Model (Hoy, Tarter, Hoy, 2007)

.02.20

1.00

.90

.19

.75

.99 .21

.92

.60

.97 .96 R2=.67**

© Hoy, 2011

StudentAchievement

Reading

Academic Optimism

Academic Emphasis

Collective Efficacy

Faculty Trust in Students & Parents

Urbanicity

SocioeconomicStatus

Priori StudentAchievement

Writing Social Studies

A Second Test of the Academic Optimism and Student Achievement (Hoy, Tarter, Woolfolk Hoy, 2007)

-.18

.23 .23

.74

.99 .27

.93

.44

.93 .98 .78

Reading Writing Social Studies

.99 .96 .89

R2=.54**

© Hoy, 2011

Academic Optimism

Academic EmphasisCollective EfficacyFaculty Trust in

Students and Parents

Enabling Structure Student Achievement

SocioeconomicStatus

Principals Creating A Culture of Academic Optimism and Student Achievement :A Path Model (McGuigan & Hoy, 2006)

© Hoy, 2011

Academic Optimism

Academic EmphasisCollective EfficacyFaculty Trust in

Students and Parents

Enabling Structure Student Achievement

SocioeconomicStatus

A Test of Enabling Structure, Academic Optimism, Achievement Model (McGuigan & Hoy, 2006)

.98 .96 .95

.37** .54**(Math)

.21 (Math)

Math R2=.48**

© Hoy, 2011

StudentAchievement

Science

Academic Optimism

Mathematics

Academic EmphasisCollective EfficacyFaculty Trust in

Students and Parents

Urbanicity

SocioeconomicStatus

Priori StudentAchievement

Mathematics Science

Academic Optimism and School Achievement: Expanded Theoretical Model

Enabling Structure

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Learning and Achievement

Bryk & Schneider (2002) Study of Trust in Chicago

1.Teachers’ “can do” Attitude and Internalized Responsibility

2.Outreach to Parents

3.Professional Community--Collaborative Work Practices and Commitment to Improve Teaching and Learning.

4. High Expectations and High Academic Standards

© Hoy, 2011

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Achievement

Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006) Study of Trust Study of Academic Optimism

1.Teachers’ “can do” Attitude and Internalized Responsibility Collective Efficacy

© Hoy, 2011

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Achievement

Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006) Study of Trust Study of Academic Optimism

1.Teachers’ “can do” Attitude and Internalized Responsibility Collective Efficacy

2.Outreach to Parents

© Hoy, 2011

Faculty Trust in Parents and

Teachers

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Achievement

Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006) Study of Trust Study of Academic Optimism

1.Teachers’ “can do” Attitude and Internalized Responsibility Collective Efficacy

2.Outreach to Parents 3.Professional Community Collaborative Work Practices and Commitment to Improve Teaching

© Hoy, 2011

Faculty Trust in Parents and

Teachers

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Achievement

Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006) Study of Trust Study of Academic Optimism

1.Teachers’ “can do” Attitude and Internalized Responsibility Collective Efficacy

2.Outreach to Parents 3.Professional Community Collaborative Work Practices and Commitment to Improve Teaching

4.High Expectations and Academic Emphasis High Academic Standards

© Hoy, 2011

Faculty Trust in Parents and

Teachers

Why Does Academic Optimism Lead to Higher Student Achievement?

School Conditions that Promote Achievement

Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006) Study of Trust Study of Academic Optimism

1.Teachers’ “can do” Attitude and Internalized Responsibility Collective Efficacy

2.Outreach to Parents 3.Professional Community Collaborative Work Practices and Commitment to Improve Teaching

4.High Expectations and Academic Emphasis High Academic Standards

ACADEMI

C

OPTI

MISM

© Hoy, 2011

Faculty Trust in Parents and

Teachers

How Does Academic Optimism Lead to Higher Student Achievement?

Dynamics of School Properties to Promote Student Achievement

Collective Efficacy

Culture of Academic Optimism

Trust inParents & Students

Academic Emphasis

RelationalTrust

GOAL THEORY•Challenging Goals•Effort•Persistence•Resilience

COOPERATION•Students•Teachers•Parents

StudentAchievement

Feedback

Feedback

© Hoy, 2011

Motivation•Responsibility•Effort•Persistence•Resilience

© Hoy, 2011

RESEARCH AGENDA FOR ACADEMIC OPTIMISM

A. School-Level Questions: Antecedent and Consequences

1. What are the characteristics that produce School Academic Optimism? [ANTECEDENTS]

• The Leadership of the Principal?

• The Structure of the School?

• The Professionalism of Teachers?

• Professional Learning Community?

• Open Organizational Climate?

• A Climate of Humanism?

• Mindfulness of the Principal?

• Self-efficacy of the Principal?

• Participatory Decision Making?

2. What are the consequences of a Culture of Academic Optimism? [CONSEQUENCES]

• Higher level of School Effectiveness?

• Lower Drop-out Rate?

• Lower level of Teacher Absenteeism?

• Higher levels of Student Engagement?

• High level of Student Self-Efficacy?

• Higher level of Student Motivation?

• Higher level of Organizational Citizenship?

• Higher level of Teacher Morale?

• Higher level of Teacher Motivation?

© Hoy, 2011

Individual Academic Optimism is a set of beliefs held by a teacher that he or she can:

1) Teach all students effectively---------------------------—Self-efficacy.2) Trust students to learn and parents to support them —Trust in students & parents.3) Set the bar high and emphasize academics----------- —Academic Emphasis.

Measures: TAOS-E for Elementary Teachers TAOS-S for Secondary Teachers

Academic Emphasis

Self-Efficacy Faculty Trust

Individual Teacher Academic Optimism

© Hoy, 2011

RESEARCH AGENDA FOR ACADEMIC OPTIMISM

B. Teacher- Level Questions? [Antecedents and Consequences]

1. What personal characteristics facilitate individual teacher optimism? [ANTECEDENTS]

• Open-mindedness of Teacher?

• General disposition to be Optimistic.

• Self-Efficacy of the Teacher?

• Humanistic Pupil-Control Orientation?

• Professional Orientation?

• Bureaucratic Orientation?

• Teacher Mindfulness?

2. What are the consequences of individual teacher optimism? [CONSEQUENCES]

• Higher level of Student Engagement?

• Higher level of Student Motivation?

• Higher level of Student Achievement?

• Higher level of Student Satisfaction?

• Higher level of Student Optimism?

• Higher level of Student Self-Efficacy?

• Healthier relationships with the principal?

• Higher level of Cooperation and Collaboration with parents?

• Higher level of Professional Behavior?

3. What about Student Academic Optimism—Brand new concept and measure!!!! What gives students a sense of academic optimism.

SEE HOY’S PRIMER for other ideas on hypotheses.

Hoy, W. K. (2010). Quantitative Research in Education: A Primer. Thousand Oaks, CA: Sage Publishing.

(El. Teach AO) 1. Beard, K. S., Hoy, W. K. and Woolfolk Hoy, A. (2010). Academic Optimism of New Teachers: Confirming a Construct. Teaching and Teacher Education, 26, 1136-1144.

(School AO) 2. Hoy, W. K. & Miskel, C. (2007). Educational Administration: Theory, Research, and Practice(8th edition). New York: McGraw Hill.

(School AO) 3. Smith, P. A. & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45, 556-568.

(School AO) 4. 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.

(School AO) 5. 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, 203-229.

(Sec. Teach AO) 6. Fahy, P. F., Wu, H. C., and Hoy, W. K. (2010), “Individual academic optimism of teachers: A new concept and its measure,” in Hoy, W. K. and DiPaola, M. (Eds.), Analyzing School Contexts: Influences of Principals and Teachers in the Service of Students, Information Age, Greenwich, CT, pp. 209-227.

(Student AO) 7. Adams, C. A. and Forsyth, P. B. (2011). “Student academic optimism: Confirming a construct”, in DiPaola, M. & Forsyth, P. B. (Eds.). Leading Research in Educational Administration: A Festschrift for Wayne K. Hoy, Information Age,

Greenwich, CT, pp. 73-88.

(School AO) 8. Forsyth, P. A., Adams, C. & Hoy, W. K. (2011). Collective Trust: Why Schools Cannot Improve Without It. New York: Columbia TC Press—Chapter 6.

(El. Teach AO) 9. Beard, K. S. & Hoy, W. K. (2010). The nature, meaning, and measure of flow. A test of rival hypotheses. Educational Administration Quarterly, 46, 426-458.

(School AO) 10. Hoy, W. K. (in press). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration.

(Hypotheses) 11. *Hoy, W. K. (2010). Quantitative Research in Education: A Primer. Thousand Oaks, CA: Sage Publishing. * A primer of Hypothesis Development and Testing.

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