الإسهام النسبي للمناخ المدرسي و أنماط إدارة الفصل الدراسي في التنبؤ بالتفاؤل الأكاديمي لدى معلمي المرحلة الابتدائية بالمدارس الحكومية و الخاصة

الملخص EN

The Relative contribution of school climate and classroom management styles in predicting academic optimism among primary school teachers in governmental and private schools


The present research aimed to identify the relationship between academic optimism and school climate, classroom management styles among primary school teachers in governmental and private schools, and the possibility of prediciting academic optimism from school climate, classroom management styles, as well as differences between them according to school type (governmental / special), level of experience (low / moderate / high), and interaction between them.

The researcher prepared academic optimism measure and school climate measure, and translated classroom management styles measure that was prepared by Djigic & Stojiljkovic (2012), then verified their psychometric properties.

Measures were applied on main study sample which consisted of (367) male and female primary school teachers in governmental and private schools.

By using ANOVA (2×3) and Person correlation coefficient and regression analysis, Ruselts showed that there are no statistically significant effect of school type, experience level or interaction between them on academic optimism and classroom management styles.

In addition there is a statistically significant positive (0.01) between academic optimism dimensions and both school climate and Interactionist style of primary school teachers in governmental and private schools, and academic optimism can be predicited from school climate and Interactionist style.