Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success.

By Ferudun Sezgin, Onur Erdoğan. 2015

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AbstractThis study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.Keywords: Self-efficacy * Perceived success * Academic optimism * Hope * Zest for workIn recent years, positive psychology concepts such as self-efficacy, psychological well-being, performance, stress, burnout, depression and anxiety have been a major focus of research (Meyers, Woerkom, & Bakker, 2013; Peterson, 2009; Seear & Vella-Brodrick, 2013). To Seligman (2002), positive psychology aims to better the quality of life rather than solve existing problems; likewise, Kurz (2006) stated that positive psychology focuses on proper concentration of competences and capacities rather than problems. Positive psychology is an aggregate term that covers well-being, satisfaction, happiness, emotional satisfaction, optimism, faith and zest for work, which all concern subjective positive experiences (Hoy & Tarter, 2011; Seligman, 2002; Seligman & Csikzsentmihalyi, 2000). Specifically, self-efficacy is believed to be a positive feature that should be explored in educational research (Hoy & Tarter, 2011).The self-efficacy level is considered as an important indicator of a successful teaching career. Previous research has uncovered a positive relationship between self-efficacy and success (Bandura, 1977, 1993; Mills, Pajares, & Heron, 2007; Zeldin, Britner, & Pajares, 2008). Bandura (1993) further stated that teachers' mission to set proper learning environments is highly dependent on their teaching capability and self-efficacy. The literature indicates a relationship between self-efficacy and attitude toward the teaching profession (Duban & Gokcakan, 2012; Ozdemir, 2008), educational leadership (Calik, Sezgin, Kavgaci, & Kilinc, 2012; Kurt, 2009), student success (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Usher & Pajares, 2006) and job-related stress and burnout (Schwarzer & Hallum, 2008).In addition to self-efficacy and perceived success, positive beliefs are also considered to influence the professional success of teachers. Within this context, this study focuses on academic optimism, hope and zest for work and how they may be linked to teacher self-efficacy and perceived success. Research findings show a correlation between academic optimism and organizational commitment (Coban & Demirtas, 2011; Kurz, 2006) and student success (Fahy, Wu, & Hoy, 2010; Hoy, Tarter, & Hoy, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2007). In addition, hope was found to be related to anxiety (Nolan & Stitzlein, 2011), life satisfaction (Brdar & Kashdan, 2010; Chan, 2009; Park, Peterson, & Seligman, 2004; Peterson, Ruch, Beermann, Park, & Seligman, 2007; Peterson, Park, Hall, & Seligman, 2009) and organizational commitment (Bullough & Hall-Kenyon, 2012). Conversely, little research has focused on zest for work, though one study identified a negative relation between this factor and job stress (Josepshon & Vingard, 2007). …

Subfields: Applied Psychology, Social Psychology

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