The Impact of Enabling School Structure on Academic Optimism: Mediating Role of Altruistic Behaviors
This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to.
- Pub. date: February 15, 2021
- Pages: 137-154
- 863 Downloads
- 1191 Views
- 4 Citations
This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers’ altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers’ Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.
Keywords: Enabling school structure, academic optimism, bureaucracy, altruistic behaviour.
References
Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative science quarterly, 41(1), 61-89.
Alexander, D., Chant, D., & Cox, B. (1994). What motivates people to become teachers. Australian Journal of Teacher Education. 19(2), 40-49. https://doi.org/10.14221/ajte.1994v19n2.4
Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achievement [Unpublished doctoral dissertation]. University of Auburn.
Anderson, K., Kochan, F., Kensler, L. A., & Reames, E. H. (2018). Academic optimism, enabling structures, and student achievement: Delving into relationships. Journal of School Leadership, 28(4), 434-461. https://doi.org/10.1177/105268461802800401
Ariane, M. R., & Jutta, R. (2015, March 25-27). Consumer empowerment in food retailing and the role of altruistic motives: An application of the theory of planned behaviour [Paper presentation]. National Symposium on Consumer Behaviour in a Changing World: Food, Culture, and Society, Naples, Italy.
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31-35. https://doi.org/10.1038/scientificamerican1155-31
Bakx, A., Koopman, M., De Kruijf, J., & Den Brok, P. (2015). Primary school pupils views of characteristics of good primary school teachers: An exploratory, open approach for investigating pupils perceptions. Teachers and Teaching: Theory and Practice, 21(5), 543-564. https://doi.org/10.1080/13540602.2014.995477
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
Batson, C. D. (1983). Sociobiology and the role of religion in promoting prosocial behavior: An alternative view. Journal of Personality and Social Psychology, 45(6), 1380–1385. https://doi.org/10.1037/0022-3514.45.6.1380
Batson, C. D. (1997). Self-other merging and the empathy-altruism hypothesis: Reply to Neuberg et al. (1997). Journal of Personality and Social Psychology, 73, 517-522. https://doi.org/10.1037/0022-3514.73.3.517
Beard, K. S. (2008). An exploratory study of academic optimism and flow of elementary school teachers [Unpublished doctoral dissertation]. The Ohio State University.
Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144. https://doi.org/10.1016/j.tate.2010.02.003
Beishuizen, J. J., Hof, E., Van Putten, C. M., Bouwmeester, S., & Asscher, J. J. (2001). Students’ and teachers’ cognitions about good teachers. British Journal of Educational Psychology, 71(2), 185-201. https://doi.org/10.1348/000709901158451
Benson, J. (1983). The bureaucratic nature of schools and teacher job satisfaction. Journal of Educational Administration, 21(2), 137-148. https://doi.org/10.1108/eb009874
Bergem, T. (1990). The teacher as moral agent. Journal of Moral Education, 19(2), 88-100. https://doi.org/10.1080/0305724900190203
Blasé, J., & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141. https://doi.org/10.1108/09578230010320082
Blunch, N. (2012). Introduction to structural equation modeling using IBM SPSS statistics and AMOS, Sage. https://doi.org/10.4135/9781446249345.
Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64. https://doi.org/10.1177/0013161X82018003004
Boz, A. (2019). Öğretim elemanlarının istenmeyen davranışları ile öğrenci yabancılaşması arasındaki ilişki [The relationship between instructors’ misbehaviours and undergraduate students’ alienation]. Pamukkale University Journal of Education/ Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 20-45.
Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.
Buluc, B. (2009). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki [The relationship between bureaucratic school structure and leadership styles of school principals in primary schools]. Education and Science/ Egitim ve Bilim, 34(152), 71-86.
Burks, D. J., & Kobus, A. M. (2012). The legacy of altruism in health care: the promotion of empathy, prosociality and humanism. Medical Education, 46(3), 317-325. https://doi.org/10.1111/j.1365-2923.2011.04159.x
Bush, T., & Sargsyan, G. (2013). Educational leadership and management: Theory, policy, and practice. Main Issues of Pedagogy and Psychology, 3(3), 31-43. https://doi.org/10.24234/miopap.v3i3.255
Carucci, R. (2016, December 16). Why unethical people make unethical choices. Harvard Business Review. https://hbr.org/2016/12/why-ethical-people-make-unethical-choices.
Cassity, A. H. (2012). Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools [Unpublished doctoral dissertation]. University of Alabama Libraries.
Charlton, B. G. (2010). The cancer of bureaucracy: How it will destroy science, medicine, education; and eventually everything else. Medical Hypotheses, 74(6), 961-965. https://doi.org/10.1016/j.mehy.2009.11.038
Çoban, D., & Demirtaş, H. (2011). The relationship between the level of schools’ academic optimism and teachers’ organizational commitment. Educational Administration: Theory and Practice, 17(3), 317-348.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara: Pegem Akademi.
Csikai, E. L., & Rozensky, C. (1997). “Social work idealism” and students’ perceived reasons for entering social work. Journal of Social Work Education, 33(3), 529-538. https://doi.org/10.1080/10437797.1997.10778891
Dean, S. D. (2011). Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools [Unpublished doctoral dissertation]. University of Alabama Libraries.
Dilmac, B. (2009). An analysis of teachers general tendency to procrastinate, perception of professional efficiency/self-efficiency and altruism. Electronic Journal of Research in Educational Psychology, 7(3), 1323-1338.
Dormann, M., Hinz, S., & Wittmann, E. (2019). Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration. Educational Management Administration and Leadership, 47(2), 275–290. https://doi.org/10.1177/1741143217732793
Dotterer, A. M., & Wehrspann, E. (2016). Parent involvement and academic outcomes among urban adolescents: Examining the role of school engagement. Educational Psychology, 36(4), 812-830. https://doi.org/10.1080/01443410.2015.1099617
Egilmez, E., & Naylor-Tincknell, J. (2017). Altruism and popularity. International Journal of Educational Methodology, 3(2), 65-74. https://doi.org/10.12973/ijem.3.2.65
Emmerik, I. H. V., Jawahar, I. M., & Stone, T. H. (2005). Associations among altruism, burnout dimensions, and organizational citizenship behaviour. Work & Stress, 19(1), 93-100. https://doi.org/10.1080/02678370500046283
Erten, İ. H. (2015). Öğretmenliği kariyer olarak seçmede özgeci güdülenmeye dair toplumsal cazibe yanlılığı sorunu [Social desirability bias in altruistic motivation for choosing teaching as a career]. Hacettepe University Journal of Education/ Hacettepe Egitim Dergisi, 30(1), 77-89.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Friedman, I. A. (2016). Being a teacher: altruistic and narcissistic expectations of pre-service teachers. Teachers and Teaching: Theory and Practice, 22(5), 625–648. https://doi.org/10.1080/13540602.2016.1158469
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702. https://doi.org/10.1177/00131610021969164
Serrano González-Tejero, J. M., & Pons Parra, R. M. (2011). El constructivismo hoy: Enfoques constructivistas en educación [Constructivism today: Constructivist approaches in education]. Electronic Journal of Educational Research/ Revista Electrónica de Investigación Educativa, 13(1), 1-27.
George, D., & Mallery, M. (2010). SPSS for windows step by step: a simple guide and reference (10th ed.). Pearson Education India.
Guinot, J., Chiva, R., & Mallén, F. (2015). The effects of altruism and relationship conflict on organizational learning. International Journal of Conflict Management, 26(1), 85-112. https://doi.org/10.1108/IJCMA-12-2013-0100
Gummerum, M., & Hanoch, Y. (2012). Altruism behind bars: Sharing, justice, perspective taking and empathy among inmates. Social Justice Research, 25(1), 61-78. https://doi.org/10.1007/s11211-012-0149-8
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654-678. https://doi.org/10.1177/1741143210379060
Hamachek, D. (1975). Characteristics of good teachers and implications for teacher educators. In M. Mohan & R. E. Hull (Eds.), Teaching effectiveness: Its meaning, assessment, and improvement (pp. 239-251). Educational Technology Publications.
Hein, V., Ries, F., Pires, F., Caune, A., Ekler, J. H., Emeljanovas, A., & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science & Medicine, 11(1), 123.
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420. https://doi.org/10.1177/00131640121971284
Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919-934. https://doi.org/10.1037/edu0000023
Hong, F. Y. (2017). Antecedent and consequence of school academic optimism and teachers’ academic optimism model. Educational Studies, 43(2), 165-185. https://doi.org/10.1080/03055698.2016.1248902
Hoy, W. K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research and practical considerations, Journal of Educational Administration, 41(1), 87-109. https://doi.org/10.1108/09578230310457457
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42(2), 236–255. https://doi.org/10.1177/0013161X04273844
Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and teacher education, 24(4), 821-835. https://doi.org/10.1016/j.tate.2007.08.004
Hoy, W. K., Smith, P. A., & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49. https://doi.org/10.1353/hsj.2002.0023
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37(3), 296-321. https://doi.org/10.1177/00131610121969334
Hoy, W. K., & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47(3), 427-445. https://doi.org/10.1177/0013161X10396930
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446. https://doi.org/10.3102/00028312043003425
İşmen, A. E., & Yıldız, S. A. (2005). Öğretmenliğe ilişkin tutumların özgecilik ve atılganlık düzeyleri açısından incelenmesi [The relationship between altruism, assertiveness and attitudes towards teaching profession]. Educational Administration; Theory and Practice/ Kuram ve Uygulamada Eğitim Yönetimi, (42), 151-66.
Jacobs, N., & Harvey, D. (2005). Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students. Educational Studies, 31(4), 431-448. https://doi.org/10.1080/03055690500415746
Kılınç, A. Ç. (2013). The relationship between individual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 5(3), 621-634.
Kropotkin, P. A. (1897). Anarchism: Its philosophy and ideal. Rows Collection.
Lay, J. C., & Hoppmann, C. A. (2015). Altruism and Prosocial Behavior. In Encyclopedia of Geropsychology. https://doi.org/10.1007/978-981-287-080-3_69-1
Lee, V. E., & Bryk, A. S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62(3), 172-192.
Leithwood, K., & Levin, B. (2011). Understanding how leadership influences student learning. In S. Jarvela (Ed.), Social and emotional aspects of learning (pp. 251-255). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00439-5
Mascall, B., Leithwood, K., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214–228. https://doi.org/10.1108/09578230810863271
McEwan, E. K. (2009). Ten traits of highly effective schools: Raising the achievement bar for all students. Corwin Press.
McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and policy in schools, 5(3), 203-229. https://doi.org/10.1080/15700760600805816
Merton, R. K. (1963). Bureaucratic Structure and Personality. In N. J. Smelser & W. T. Smelser (Eds.), Personality and social systems (pp. 255–264). John Wiley & Sons Inc. https://doi.org/10.1037/11302-024
Messick, P. (2012). Examining relationships among enabling school structures, academic optimism, and organizational citizenship behaviors [Unpublished doctoral dissertation]. University of Auburn.
Michaels, R. E., Cron, W. L., Dubinsky, A. J., & Joachimsthaler, E. A. (1988). Influence of formalization on the organizational commitment and work alienation of salespeople and industrial buyers. Journal of Marketing Research, 25(4), 376-383. https://doi.org/10.2307/3172948
Mitchell, R. M. (2019). Enabling school structure & transformational school leadership: Promoting increased organizational citizenship and professional teacher behavior. Leadership and Policy in Schools, 18(4), 614-627. https://doi.org/10.1080/15700763.2018.1475577
Myra, H. L., & Shelley, M. (2005). The leadership secrets of Billy Graham. Harper Collins.
Ngidi, D. P. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150. https://doi.org/10.1080/03055698.2011.567830
Oda, R., Machii, W., Takagi, S., Kato, Y., Takeda, M., Kiyonari, T., Fukukawa, Y., & Hiraishi, K. (2014). Personality and altruism in daily life. Personality and Individual Differences. 56, 206-209. https://doi.org/10.1016/j.paid.2013.09.017
Organisation for Economic Cooperation and Development. (2019). PISA Science performance. https://www.oecd-ilibrary.org/education/science-performance-pisa/indicator/english_91952204-en
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual review of psychology, 63(1), 539-569. https://doi.org/10.1146/annurev-psych-120710-100452
Punch, K. F. (1969). Bureaucratic structure in schools: Towards redefinition and measurement. Educational Administration Quarterly, 5(2), 43-57. https://doi.org/10.1177/0013131X6900500204
Rachlin, H. (2002). Altruism and selfishness. Behavioral and Brain Sciences, 25(2), 239-250. https://doi.org/10.1017/S0140525X02000055
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. https://doi.org/10.1177/0013161X08321509
Sağnak, M., & Kuruöz, M. (2017). Authentic Leadership and Altruism: The Mediating Role of Meaningfulness. Universal Journal of Educational Research, 5(3), 447-452. https://doi.org/10.13189/ujer.2017.050316.
Sarkadi, A., Kristiansson, R., Oberklaid, F., & Bremberg, S. (2008). Fathers' involvement and children's developmental outcomes: a systematic review of longitudinal studies. Acta Pediatrica, 97(2), 153-158. https://doi.org/10.1111/j.1651-2227.2007.00572.x
Saylık, A. (2015). İngiltere eğitim sistemi üzerine bir inceleme: amaç, yapı ve süreç bakımından Türkiye eğitim sistemiyle karşılaştırılması [A study on education system of England: Comparison with Turkish education system in terms of aim, structure and process]. Route Educational and Social Science Journal, 2(2), 652-671.
Scott, C., Cox, S., & Dinham, S. (1999). The occupational motivation, satisfaction and health of English school teachers. Educational Psychology, 19(3), 287-308. https://doi.org/10.1080/0144341990190304
Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626-663. https://doi.org/10.1177/0013161X11436273
Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880-907. https://doi.org/10.3102/0034654308320319
Shi, X., & Zhang, L. (2017). Effects of altruism and burnout on driving behavior of bus drivers. Accident Analysis & Prevention, 102(5), 110-115. https://doi.org/10.1016/j.aap.2017.02.025
Simon, H. (1993). Altruism and economics. The American Economic Review, 83(2), 156-161.
Sims, R. L. (2011). Mindfulness and academic optimism: A test of their relationship [Unpublished doctoral dissertation]. University of Alabama.
Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations, Journal of Educational Administration, 42(4), 462-478. https://doi.org/10.1108/09578230410544071
Smith, P. A. & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools, Journal of Educational Administration, 45(5), 556-568. https://doi.org/10.1108/09578230710778196.
Song, H., Gu, Q., & Zhang, Z. (2020). An exploratory study of teachers’ subjective wellbeing: understanding the links between teachers’ income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching, 26(1), 3-31.
Sutcliffe, K., & Weick, K. (2002). Managing the unexpected: Assuring high performance in an age of complexity. European Management Journal, 20(2), 709-710.
Tschannen-Moran, M., & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools. Societies, 5(2), 256-276. https://doi.org/10.3390/soc5020256
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and teacher Education, 6(2), 137-148. https://doi.org/10.1016/0742-051X(90)90031-Y
Wu, J. H. (2013). Academic optimism and collective responsibility: An organizational model of the dynamics of student achievement. Asia Pacific Education Review, 14(3), 419-433. https://doi.org/10.1007/s12564-013-9269-6
Yavuzer, H., Ismen-Gazioglu, E., Yildiz, A., Demir, I., Meseci, F., Kiliçaslan, A., & Sertelin, Ç. (2006). The teacher altruism scale: Development, validity and reliability. Educational Sciences: Theory and Practice/ Kuram ve Uygulamada Egitim Bilimleri, 6(3), 964-972.