Abstract:

This study aims to determine whether there is a relationship between the academic optimism of classroom teachers and their implementation level of constructivist teaching-learning activities. One province was determined from each region of Turkey while creating the survey. These provinces include: Tekirdağ, Kahramanmaraş, Muğla, Trabzon, Mardin, Malatya and Konya. The participants of the study consisted of 630 classroom teachers from these provinces. Correlational relation model was used as the research design. Academic Optimism Scale (School from) developed by Hoy et al. (2006) and Constructivist Teaching-Learning Activity Scale developed by Kasapoğlu (2010) were used as the data collection tools of the study. The data obtained from the data analysis tools were evaluated with descriptive statistical techniques and with models created based on exploratory and confirmatory analysis. The findings from structural equation modeling conducted to determine the relationship between Academic Optimism Scale and Constructivist Teaching-Learning Activity Scale were as follows: χ²/sd ratio as 3168, RMSEA as 0.059, CFI as 0.97, RMR value as 0.031, SRMR value as 0.055, NFI value as 0.95 and NNFI value as 0.97. The scores from Constructivist Teaching-Learning Activity Scale and from Academic Optimism Scale were shown to have a significant relationship [R = 0.381, R 2= 0.145. p ≤ .05]. It was concluded that the scores from Constructivist Teaching-Learning Activity Scale were a significant indicator of Academic Optimism Scale [F(1.628) = 106.910).

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