Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism

Abstract

Teacher academic optimism (TAO) is crucial for student achievement, even considering background variables like SES and migration. This study investigates the variation of TAO in relation to classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Bayesian multilevel structural equation modelling, conducted on data from 1061 teachers in 37 secondary schools, reveals that educational track significantly influences TAO, regardless of students' background characteristics. Furthermore, the relationship between SAO and TAO is emphasized. To cultivate inclusive and effective learning environments, policymakers and educators should prioritize investing in SAO, particularly in vocational tracks.