Antecedent and consequence of school academic optimism and teachers’ academic optimism model

References

• Alig-Mielcarek, J., and W. K. Hoy. 2005. “Instructional Leadership: Its Nature, Meaning, and Influence.” In Educational Leadership and Reform, edited by W. K. Hoy and C. Miskel, 29–54. Greenwich, CT: Information Age.
   Google Scholar
• Bagozzi, R. P., and Y. Yi. 1988. “On the Evaluation of Structural Equation Models.” Academy of Marketing Science 16: 76–94.
   Google Scholar
• Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
   Google Scholar
• Barth, R. 1990. Improving Schools from within: Teachers, Parents and Principals Can Make a Difference. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bass, B. M. 1985. Leadership and Performance beyond Expectations. New York: The Free Press.
   Google Scholar
• Bass, B. M., and B. J. Avolio. 1990. Transformational Leadership Development: Manual for the Multifactor Leadership Questionnaire. Palo Alto, CA: Consulting Psychologist.
   Google Scholar
• Bass, B. M., and B. J. Avolio. 1991. Multifactor Leadership Questionnaire (MLQ) Sample Packet. Palo Alto, CA: Consulting Psychologist Press.
   Google Scholar
• Bass, B. M., and B. J. Avolio. 2007. Multifactor Leadership Questionnaire: Manual and Sampler Set. 3rd ed. Menlo Park, CA: Mind Garden,.
   Google Scholar
• Bass, B. M., and R. E. Riggio. 2008. Transformational Leadership. Mahwah, NJ: Erlbaum.
   Google Scholar
• Beard, K. S., W. K. Hoy, and A. Woolfolk Hoy. 2010. “Academic Optimism of Individual Teachers: Confirming a New Construct.” Teaching and Teacher Education 26: 1136–1144.10.1016/j.tate.2010.02.003
   Web of Science ®Google Scholar
• Bentler, P. M. 1988. Theory and Implementation of EQS: A Structural Equations Program. Newbury Park, CA: Sage.
   Google Scholar
• Bogler, R., and A. Somech. 2004. “Influence of Teacher Empowerment on Teachers’ Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools.” Teaching and Teacher Education 20 (3): 277–289.10.1016/j.tate.2004.02.003
   Web of Science ®Google Scholar
• Brissie, J., K. Hoover-Dempsey, and O. Bassler. 1988. “Individual, Situational Contributors to Teacher Burnout.” The Journal of Educational Research 82 (2): 106–112.10.1080/00220671.1988.10885876
   Web of Science ®Google Scholar
• Browne, M. W., and R. Cudeck. 1993. “Alternative Ways of Assessing Model Fit.” In Testing Structural Equation Models, edited by K. A. Bollen and J. S. Long, 136–162. Newbury Park, CA: Sage.
   Google Scholar
• Bryk, A. S., and M. W. Driscoll. 1988. The High School as Community: Contextual Influences and Consequences for Students and Teachers. Madison, WI: National Center on Effective Secondary Schools. University of Wisconsin- Madison.
   Google Scholar
• Bryk, A. S., and B. Schneider. 2002. Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
   Google Scholar
• Burns, J. M. 1978. Leadership. New York: Harper and Row.
   Google Scholar
• Chiang, C. M. 1997. The Relationship among Teachers Professional Commitment, Sense of Self-efficacy and Professional Performance in the Elementary School. Unpublished master’s thesis, National Chiayi University, Chiayi.
   Google Scholar
• Coleman, J. S. 1990. Foundations of Social Theory. Cambridge, MA: Harvard University Press.
   Google Scholar
• DiPaola, M. F., J. Tarter, and W. K. Hoy. 2005. “Organizational Citizenship of Faculty and Achievement of High School Students.” The High School Journal 88 (3): 35–44.10.1353/hsj.2005.0002
   Google Scholar
• DiPaola, M., and M. Tschannen-Moran. 2001. “Organizational Citizenship Behavior in Schools and Its Relationship to School Climate.” Journal of School Leadership. 11: 424–447.
   Google Scholar
• Firestone, W. 1996. “Images of Teaching and Proposals for Reform: A Comparison of Ideas from Cognitive and Organizational Research.” Educational Administration Quarterly 32: 209–235.10.1177/0013161X96032002003
   Web of Science ®Google Scholar
• Goddard, R. D. 2002a. “A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of a Short Form.” Educational and Psychological Measurement 62 (1): 97–110.10.1177/0013164402062001007
   Web of Science ®Google Scholar
• Goddard, R. D. 2002b. “Collective Efficacy and School Organization: A Multilevel Analysis of Teacher Influence in Schools.” In Theory and Research in Educational Administration. Vol. 1, edited by W. K. Hoy and C. Miskel, 169–184. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Goddard, R. D., W. K. Hoy, and A. Woolfolk Hoy. 2000. “Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement.” American Educational Research Journal 37 (2): 479–507.10.3102/00028312037002479
   Web of Science ®Google Scholar
• Goddard, R. D., W. K. Hoy, and A. Woolfolk Hoy. 2004. “Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions.” Educational Researcher 33 (3): 3–13.10.3102/0013189X033003003
   Google Scholar
• Goddard, R. D., S. R. Sweetland, and W. K. Hoy. 2000. “Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis.” Educational Administration Quarterly 36 (5): 683–702.10.1177/00131610021969164
   Web of Science ®Google Scholar
• Hipp, K., and P. Bredeson. 1995. “Exploring Connections between Teacher Efficacy and Principals’ Leadership Behaviors.” Journal of School Leadership 5: 136–150.
   Google Scholar
• Hoy, W. K., and C. G. Miskel. 2008. Educational Administration: Theory, Research and Practice. 8th ed. New York: McGraw Hill.
   Google Scholar
• Hoy, W. K., and C. J. Tarter. 1997. The Road to Open and Healthy Schools: A Handbook for Change (Middle and. secondary ed. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hoy, W. K., C. J. Tarter, and J. Bliss. 1990. “Organizational Climate, School Health, and Effectiveness: A Comparative Analysis.” Educational Administration Quarterly 26 (3): 260–279.10.1177/0013161X90026003004
   Web of Science ®Google Scholar
• Hoy, W. K., C. J. Tarter, and L. Witkoskie. 1992. “Faculty Trust in Colleagues: Linking the Principal with School Effectiveness.” Journal of Research and Development in Education 26 (1): 38–45.
   Google Scholar
• Hoy, W. K., C. J. Tarter, and A. Woolfolk Hoy. 2006a. “Academic Optimism of Schools: A Force for Student Achievement.” American Educational Research Journal 43 (3): 425–446.10.3102/00028312043003425
   Web of Science ®Google Scholar
• Hoy, W. K., C. J. Tarter, and A. Woolfolk Hoy. 2006b. “Academic Optimism of Schools”. In Contemporary Issues in Educational Policy and School Outcomes, edited by W. K. Hoy & C. Miskel, pp. 135–156. Greenwich, CT: Information Age.
   Google Scholar
• Hoy, W. K., and M. Tschannen-Moran. 2003. The Conceptualization and Measurement of Faculty Trust in Schools. In Studies in Leading and Organizing Schools, edited by W. K. Hoy, & C. Miskel, pp. 181–208. Greenwich, CT: Information Age.
   Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6: 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Kuo, H.-L. 1996. The Related Variables of Educational Professional Commitment and Its Comparison between the Teachers of Self-contained Mentally Retarded Class and Regular Class in Elementary Schools. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
   Google Scholar
• Lee, A. N., and Y. Nie. 2014. “Understanding Teacher Empowerment: Teachers’ Perceptions of Principal’s and Immediate Supervisor’s Empowering Behaviours, Psychological Empowerment and Work-related Outcomes.” Teaching and Teacher Education 41: 67–79.10.1016/j.tate.2014.03.006
   Web of Science ®Google Scholar
• Leithwood, K., and D. Jantzi. 1998, April. “Distributed Leadership and Student Engagement in School.” Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. ERIC Document Reproduction Service No. ED 424645.
   Google Scholar
• Marsh, H. W., M. Dowson, J. Pietsch, and R. Walker. 2004. “Why Multicollinearity Matters: A Reexamination of Relations between Self-efficacy, Self-concept, and Achievement.” Journal of Educational Psychology 96 (3): 518–522.10.1037/0022-0663.96.3.518
   Web of Science ®Google Scholar
• Maslow, A. H. 1954. Motivation and Personality. New York: Harper and Row.
   Google Scholar
• McGuigan, L., and W. K. Hoy. 2006. “Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students.” Leadership and Policy in Schools 5: 203–229.10.1080/15700760600805816
   Google Scholar
• Nir, A. E., and N. Kranot. 2006. “School Principal’s Leadership Style and Teachers’ Self-efficacy.” Planning and Changing 37: 205–218.
   Google Scholar
• Ogawa, R., and A. Weaver Hart. 1985. “The Effect of Principals on The Instructional Performance of Schools.” Journal of Educational Administration 23 (1): 59–72.10.1108/eb009901
   Google Scholar
• Pillai, R., C. Schriesheim, and E. Williams. 1999. “Fairness Perceptions and Trust as Mediators for Transformational and Transactional Leadership: A Two-sample Study.” Journal of Management 25: 897–933.10.1177/014920639902500606
   Web of Science ®Google Scholar
• Podsakoff, P. M., S. B. MacKenzie, R. H. Moorman, and R. Fetter. 1990. “Transformational Leader Behaviors and Their Effects on Followers' Trust in Leader, Satisfaction, and Organizational Citizenship Behaviors.” The Leadership Quarterly 1 (2): 107–142.10.1016/1048-9843(90)90009-7
   Google Scholar
• Riehl, C., and J. Sipple. 1995. “Scheduling Time and Talent: The Impact of Secondary School Organizational Conditions and Teachers’ Work Assignments on Teachers’ Perceptions of Efficacy and Professional Commitment.” Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
   Google Scholar
• Ronit, B. 2005. “The Power of Empowerment: Mediating the Relationship between Teachers’ Participation in Decision Making and Their Professional Commitment.” Journal of School Leadership 15 (1): 76–98.
   Google Scholar
• Rosenholtz, S. 1989. Teachers’ Workplace: The Social Organization of Schools. New York: Longman.
   Google Scholar
• Ross, J. A., A.Hogaboam-Gray, and P.Gray. 2003.“The contribution achievement and school processes to collective teacher efficacy in elementary schools.” Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 21 -25.
   Google Scholar
• Toor, S., and G. Ofori. 2010. “Positive Psychological Capital as a Source of Sustainable Competitive Advantage for Organizations.” Journal of Construction Engineering and Management 136 (3): 341–352.10.1061/(ASCE)CO.1943-7862.0000135
   Web of Science ®Google Scholar
• Tschannen-Moran, M., and W. Hoy. 1998. “Trust in Schools: A Conceptual and Empirical Analysis.” Journal of Educational Administration 36 (4): 334–352.10.1108/09578239810211518
   Google Scholar
• Tschannen-Moran, M., A. Woolfolk Hoy, and W. K. Hoy. 1998. “Teacher Efficacy: Its Meaning and Measure.” Review of Educational Research 68 (2): 202–248.10.3102/00346543068002202
   Web of Science ®Google Scholar
• Woolfolk Hoy, A., H. Davis, and S. Pape. 2006. “Teachers’ Knowledge, Beliefs, and Thinking.” In Handbook of Educational Psychology, edited by P. A. Alexander & P. H Winne 2nd ed., pp. 715–737. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Woolfolk Hoy, A., W. K. Hoy, and N. Kurz. 2008. “Teacher’s Academic Optimism: The Development and Test of a New Construct.” Teaching and Teacher Education 24: 821–834.
   Web of Science ®Google Scholar
• Zeinabadi, H., and H. Rastegarpour. 2010. “Factors Affecting Teacher Trust in Principal: Testing the Effect of Transformational Leadership and Procedural Justice.” Procedia Social and Behavioral Sciences 5: 1004–1008.10.1016/j.sbspro.2010.07.226
   Google Scholar