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.