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Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures

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Title: Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures
Language: English
Authors: Reeves, Jonathan Bart
Source: ProQuest LLC. 2010Ed.D. Dissertation, The University of Alabama.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 98
Publication Date: 2010
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Grade 4
Descriptors: Academic Achievement, School Effectiveness, Achievement Tests, Grade 4, Organizational Climate, Educational Environment, Elementary School Teachers, Models, Elementary Education, Predictor Variables, Surveys, Reliability, Prediction, Educational Assessment, Instructional Leadership
Geographic Terms: Alabama
Assessment and Survey Identifiers: Stanford Achievement Tests
ISBN: 978-1-124-45647-8
Abstract: This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from 0.82 to 0.92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2011
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3439839
Accession Number: ED525722
Database: ERIC
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  Data: Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures
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  Data: This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from 0.82 to 0.92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 98
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Grade 4
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      – SubjectFull: Organizational Climate
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      – SubjectFull: Educational Environment
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Models
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Prediction
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Alabama
        Type: general
      – SubjectFull: Stanford Achievement Tests
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