Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership: M.S.
Educational Administration and Higher Education
School of Education
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The purpose of this study was to examine teachers’ perceptions of the practices of academic optimism in Niamey (Niger). The study used a non-experimental survey research design. School Academic Optimism Scale (SAOS), a 30-items Likert-type scale, developed by Hoy (2005) was utilized to collect the quantitative data from a small sample (14 middle school teachers). In this study using a French translated version of SAOS with 28-items Likert-type scale, an overall and strong reliability (α=0.83) was demonstrated for the three subconstructs of academic optimism. The WhatsApp application was utilized to administer the survey via Qualtrics software. The study used basic descriptive statistics to determine the extent the practices of the components of academic optimism (collective teacher efficacy, faculty trust in parents and students, and academic emphasis) are perceived by teachers.
A total of 13 middle school teachers completed the survey resulting in 93% of response rate. Using a six-point rating scale, the results of the survey indicated a combined mean score of 5.40 for teachers’ self-report perceived practices of collective teacher efficacy and eight of the 10 items of this subconstruct were rated five (Agree) to six (Mostly Agree). Next, using the same six-point rating scale, teachers’ self-report perceived practices of faculty trust displayed a combined mean of 4.80 and nine of 10 items were rated four (Somewhat Agree) to five (Agree). Finally, using a four-point rating scale, teachers’ self-report perceived practices of academic emphasis demonstrated a combined mean score of 3.40 and seven of the eight items of this subconstruct were rated three (often) to approximately four (Very Often).
According to the School Academic Optimism Scale (SAOS), this study found overall high perceptions of practices of collective teacher efficacy, faculty trust in students and parents, and academic emphasis. The high perceptions of academic optimism support the assumption of a relationship between a culture of high performing private schools such as the one in this study and the culture of academic optimism.
Kassoum, Souleymane S., "Teachers’ Perceptions of School Academic Optimism in a Private Middle School in Niamey, Niger" (2022). Culminating Projects in Education Administration and Leadership. 90.