Analysis

The analysis of the TAOST-9 focuses on understanding how teachers perceive their ability to influence their students’ academic progress. The questionnaire provides insights into the teacher’s general attitude toward the challenges they face and their self-esteem related to professional competence. The TAOST-9 items are designed to capture the teacher’s beliefs, expectations, and sense of personal efficacy in achieving positive outcomes in the classroom.

Objective

The primary objective of the TAOST-9 is to assess the academic optimism of secondary education teachers. Academic optimism is considered a key factor in educational effectiveness, as teachers’ belief in their abilities can influence their interactions with students and their approach to instruction. The TAOST-9 aims to provide data that can be used to support professional development and to strengthen teachers’ self-esteem.

Scoring

The scoring of the TAOST-9 is conducted using a Likert scale, where teachers rate their level of agreement with each statement, typically ranging from 1 (strongly disagree) to 5 (strongly agree). The responses are then compiled and analyzed to determine the teacher’s level of academic optimism. The overall score is interpreted as an indicator of academic optimism, with higher scores suggesting greater optimism.

References

Fahy, P. F., Wu, H. C., & Hoy, W. K. (2010). Individual academic optimism of teachers: A new concept and its measure. In Wayne K. Hoy & Michael DiPaola (Eds.), Analyzing school contexts: Influences of principals and teachers in the service of students. Greenwich, CT: Information Age.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446.