Abstract
This study aims to identify differences in private and government (public) schools concerning academic optimism of teachers and school engagement and aspirations among students. It aims to provide insight into the ability of teachers to influence engagement and aspirations among students by facilitating an environment conducive to academic engagement. Results indicate a difference between students of private and government schools in engagement and educational aspirations. Regression analysis explores the impact of academic optimism on certain aspects of school engagement while also highlighting a relationship between engagement and aspirations among students. Results indicate a need to look at teacher’s academic optimism as a way of optimizing student ambition through active classroom instruction and various academic support networks.
Highlights
Adolescence is a period of crucial development when children begin forming a sense of personal identity and agency about themselves
It was used to determine whether there are any differences in private and government school students with respect to school engagement and its dimensions and educational aspirations. This was followed by simple linear regression analysis which was used to determine if teacher’s academic optimism and its dimensions predict school engagement and its dimensions
Results indicated a difference in the two groups of teachers with respect to teacher sense of academic emphasis; with teachers from private schools scoring higher on the dimension
Summary
Adolescence is a period of crucial development when children begin forming a sense of personal identity and agency about themselves. Vygotsky (1978) considered this period as critical for the formation of one’s reality of the world where an adolescent starts performing higher-level mental functions. This is made possible with guidance and approval from adults and peers acting as catalysts for better performance. School becomes a prominent part of their life where they have a chance to develop close relationships with non-familial adults and enables them in assisting and sorting out independence and identity issues. Since teachers are most likely to be the primary non-familial adult in many adolescents’ lives, the present study seeks to examine the impact that a teacher and their teaching beliefs have on a student’s overall engagement that is comprised of his/her behavior, affect and cognition
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