Exploring Academic Optimism Strategies: A Study on Teacher’s Perceptions of the Learning Environment

Abstract

The objective of this study is to ascertain the academic optimism strategies employed 
by teachers and their perception levels of the learning environment in schools, as well as to investigate the correlation between these variables. The research sample, created using the relational model, comprises 176 teachers who were selected through the cluster sampling approach. The study utilized the "School Academic Optimism Scale". The data was assessed for normal distribution compliance, using t-tests and one-way ANOVA tests. The Pearson correlation coefficient was calculated to determine the correlation between the variables. Simple linear regression analysis was conducted, followed by multiple linear regression analysis, to investigate the impact of predictor variables on the predicted variable. Teachers prioritize academic emphasis and trust when it comes to academic optimism, whereas personal domination and team learning dimensions take precedence in their perception of learning school. An affirmative correlation was discovered between instructors' approaches to academic optimism and their perceptions of learning in school