Analysis

The analysis of the TAOET-11 typically involves evaluating teachers’ academic optimism through the collection and processing of their responses to the questionnaire items. The questions are designed to capture teachers’ attitudes toward learning and their perceived ability to positively influence their students. The analysis of results helps to diagnose teachers’ psychological state, self-esteem, and expectations—factors that affect the effectiveness of their teaching.

Objective

The objective of the TAOET-11 is to provide a quantitative assessment of teachers’ academic optimism, focusing on aspects such as expectations for student learning success and self-esteem as educators. This assessment can help school leaders and education program administrators better understand teachers’ beliefs and attitudes, and design appropriate strategies to support them and improve the learning environment.

Scoring

The scoring of the TAOET-11 involves administering the questionnaire and collecting responses, which are then quantitatively analyzed. The responses are usually categorized into scales that measure academic optimism. The scores can be analyzed to portray the level of academic optimism at the school level or even within broader educational systems. Often, results are compared to normative benchmarks or other measures to evaluate the degree of academic optimism.

References

Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers: Confirming a new construct. Working Paper, Ohio State University.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446.
Woolfolk Hoy, A., Hoy, W. K., & Kurz, N. (2008). Teachers’ academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821–834.