Study the effect of teacher’ academic optimism and enabling school structure on students achievement

The purpose of this research is to investigate the effect of enabling school structure and teacher’s academic optimism on student’s achievement. To conduct this research, descriptive method (correlation) is used. The teacher’s academic optimism questionnaires and enabling school structure were completed by 150 teachers of girl secondary schools, third grade in Tehran district 5 who were randomly chosen. Reliability coefficient of the questionnaire was measured by Cronbachʹs alpha. The students’ last semester final average was the criterion for measuring their achievement. For testing hypotheses and answering research questions, correlation coefficient and multiple regressions were used. The findings confirmed the hypotheses. The results showed that there is a positive and significant relationship between teacher’s academic optimism and enabling school structure with student’s achievement. Among the three dimensions of academic optimism (efficiency, academic emphasis, trust) the efficiency of teacher had the highest correlation with the achievement. The findings also showed that teacher’s academic optimism and enabling school structure significantly effect on students achievement. Two variables of teacher’s academic optimism and enabling school structure together explained 23% of the variance of student’s achievement.