Abstract:

Scholar have recently exerted a great deal of time and effort on investigating the concept of academic optimism in the content of achieving a higher level of student success. The purpose of this study was to examine the relationships between bureaucratic school structure and teacher academic optimism. This study concentrating on examining the relationships between bureaucratic school structure and teacher sense of academic optimism conducted relational search model and made use of a survey for gathering data. A total of 211 teachers employed in 14 primary schools in Kastamonu participated in this study. "Enabling School Structure Scale" originally developed by Hoy and Sweetland (2000) and adapted into Turkish by Buluç (2009) and "Academic Optimism of Individual Teacher Measure" originally developed by Beard, Hoy and Woolfolk Hoy (2009) and adapted into Turkish by Yıldız (2011) were used to gather data. Mean, standard deviation, correlation and regression analyses were conducted to analyze the data. Results indicated that bureaucratic school structure was positively and significantly associated with teacher academic optimism and that bureaucratic school was a positive and significant predictor of teacher academic optimism. Results were discussed with regard to improving enabling school structures and teacher sense of academic optimism.

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