Volume 3, Issue 2 (JUNE ISSUE 2022)                   johepal 2022, 3(2): 85-101 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Shavaran S H, Rajaeepour S, Taheri M. Development and Validation of the Faculty Members’ Academic Optimism Inventory (FMAOI). johepal 2022; 3 (2) :85-101
URL: http://johepal.com/article-1-217-en.html
Abstract:   (363 Views)
This study describes the development and validation of an instrument aimed at measuring the faculty’s academic optimism in higher education. The data were collected from 211 faculty members who graduated from Iranian, Indian, Australian, United States, and British universities. At first, a question pool was developed to operationalize experts’ perceptions about academic optimism in their academic environments. In the second stage, the face and content validity of the scale were examined. Then, a pilot test was deployed to clarify the construct ambit and settled the measure and the meaning of academic optimism, through statistical methods. Then, an exploratory factor analysis was performed on 29 items, followed by a confirmatory factor analysis, which result in an ultimate scale of 23 statements in three factors including professionalism, academic emphasis & collective trust. The Cronbach’s alpha coefficient was applied and showed a reliable scale (r= 0.83). The final model represented very good fit (GoF =0.73), and the psychometric properties, such as discriminant, convergent and factorial validity, as well as reliability was assessed. Lastly, the implications of this tool for future research directions are discussed.
Full-Text [PDF 1977 kb]   (100 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/12/16 | Accepted: 2022/06/2 | Published: 2022/06/30

References
1. Alazmi, A. A., & Alenezi, A. S. (2020). Exploring the mediating role of trust in principal on the relationship between organizational justice and teacher commitment in Kuwait. International Journal of Leadership in Education, 1-17. [DOI]
2. Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. [DOI]
3. Bentler, P. M., & Yuan, K. H. (1999). Structural equation modeling with small samples: Test statistics. Multivariate Behavioral Research, 34(2), 181-197. [DOI]
4. Crawford, A. V., Green, S. B., Levy, R., Lo, W. J., Scott, L., Svetina, D., & Thompson, M. S. (2010). Evaluation of parallel analysis methods for determining the number of factors. Educational and Psychological Measurement, 70(6), 885-901. [DOI]
5. Dessie, A. A., & Sewagegn, A. A. (2019). Moving beyond a sign of judgment: Primary school teachers' perception and practice of feedback. International Journal of Instruction, 12(2), 51-66. [DOI]
6. Donohoo, J. (2018). Collective teacher efficacy research: Productive patterns of behaviour and other positive consequences. Journal of Educational Change, 19(3), 323-345. [DOI]
7. Elsbach, K. D., & Stigliani, I. (2018). Design thinking and organizational culture: A review and framework for future research. Journal of Management, 44(6), 2274-2306.‏ [DOI]
8. Fitria, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82-86.
9. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. [DOI]
10. Gilbert, A. (2021). The impacts of experiential learning travel courses on student education, professionalism, and interpersonal relationships [Doctoral dissertation, Southern New Hampshire University]. SNHU Academic Archive. [Article]
11. Gomide Jr., S., dos Santos, A. L., & de Fátima Oliveira, Á. (2017). Optimism and hope in work organizations. In E. R. Neiva, C. Vaz Torres, & H. Mendonça (Eds.), Organizational psychology and evidence-based management: What science says about practice (pp.45-61). Springer International Publishing AG. [DOI]
12. Gorzelany, J., Gorzelany–Dziadkowiec, M., Luty, L., Firlej, K., Gaisch, M., Dudziak, O., & Scott, C. (2021). Finding links between organisation’s culture and innovation. The impact of organisational culture on university innovativeness. PLoS ONE, 16(10), e0257962.‏ [DOI]
13. Gray, J. A., & Mitchell, R. (2021). Academic optimism and enabling school structure: Predictors of professional learning communities. International Journal of Educational Leadership Preparation, 16(1), 1-23. [Article]
14. Henseler, J., & Sarstedt, M. (2013). Goodness-of-fit indices for partial least squares path modeling. Computational Statistics, 28(2), 565-580. [DOI]
15. Henseler, J., Ringle, C. M. & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In R. R. Sinkovics & P. N. Ghauri (Eds.), New challenges to international marketing (pp. 277-319). Emerald Group Publishing Limited. [DOI]
16. Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50(1), 76-97. [DOI]
17. Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
18. 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. [DOI]
19. Kirby, M. M., & DiPaola, M. F. (2011). Academic optimism and community engagement in urban schools. Journal of Educational Administration, 49(5), 542-562. [DOI]
20. Kooli, C. (2019). Governing and managing higher education institutions: The quality audit contributions. Evaluation and Program Planning, 77, 101713. [DOI]
21. Kooli, C., Zidi, C., & Jamrah, A. (2019). The philosophy of education in the Sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36-49. [DOI]
22. Kulophas, D., & Hallinger, P. (2020). Leadership that matters: Creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58(6), 605-627. [DOI]
23. Kyriazos, T. A. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology, 9(8), 2207-2230. [DOI]
24. Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. [DOI]
25. Mitchell, R. M., & Tarter, C. J. (2016). A path analysis of the effects of principal professional orientation towards leadership, professional teacher behavior, and school academic optimism on school reading achievement. Societies, 6(1), 5. [DOI]
26. Petersen, K. S. (2008). Collective efficacy and faculty trust: A study of social processes in schools. [Doctoral dissertation, The University of Texas at San Antonio].
27. Schwabsky, N., Erdogan, U., & Tschannen-Moran, M. (2020). Predicting school innovation: The role of collective efficacy and academic press mediated by faculty trust. Journal of Educational Administration, 58(2), 246-262. [DOI]
28. Schwartz, A., Ruble, M., Sellers, K. C., Rodriguez-Snapp, N., Hill, A., & Tipparaju, S. (2018). Incorporation of professionalism expectations and evaluative processes within a college of pharmacy. American Journal of Pharmaceutical Education, 82(5), 388-395. [DOI]
29. Sezgin, F., & Erdogan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19. [DOI]
30. Shavaran S. H R, Rajaeepour S, Kazemi I, & Zamani B E. (2012). Determining multi relationships among faculty trust, faculty efficacy and collective efficacy at the universities. Journal of Research and Planning in Higher Education, 18(2), 19-44.
31. Smith, P. A., & Shoho, A. R. (2007). Higher education trust, rank and race: A conceptual and empirical analysis. Innovative Higher Education, 32(3), 125-138. [DOI]
32. Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290-312. [DOI]
33. Thien, L. M., Adams, D., & Koh, H. M. (2021). Nexus between distributed leadership, teacher academic optimism and teacher organisational commitment: A structural equation modelling analysis. International Journal of Educational Management, 35(4), 830-847. [DOI]
34. Tschannen-Moran, M. (2017). Trust in education. In R. Papa (Ed.), Oxford research encyclopedia of education (pp. 1-26). Oxford University Press. [DOI]
35. Tschannen-Moran, M., & Gareis, C. R. (2019). Discretion and trust in professional supervisory practices. In S. J. Zepeda & J. A. Ponticell (Eds.), The Wiley handbook of educational supervision (pp. 209-228). John Wiley & Sons, Inc. [DOI]
36. Wetzels, M., Odekerken-Schröder, G., & van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177-195. [DOI]
37. Wicher, M. (2017). Positive psychology: A pathway to principal wellbeing and resilience. Education Today, 1, 24-26. [Article]
38. Wieland, A., Durach, C. F., Kembro, J., & Treiblmaier, H. (2017). Statistical and judgmental criteria for scale purification. Supply Chain Management, 22(4), 321-328. [DOI]
39. Woolfolk Hoy, A. (2019). Academic optimism and a touch of wisdom. Education Review, 26, 1-18. [DOI]
40. Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practices and faculty trust matter? Teaching and Teacher Education, 76, 140-150. [DOI]

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb