Abstract
This study aimed to adapt Teacher Academic Optimism Scale-Secondary (TAOS-S) to Turkish culture. A total of 453 public school teachers in Turkey participated in the study. We examined the validity, reliability, and measurement invariance of the scale across school levels. The results indicated good internal consistency of the TAOS, suggesting a good measure to assess teacher academic optimism. Confirmatory factor analysis revealed that the three-dimensional individual teacher academic optimism construct showed a good fit with strong reliability evidence. Multigroup confirmatory factor analysis results indicated both configural and metric invariance was observed across school levels; however, scalar invariance was only partially confirmed. Overall, our results show the TAOS has sound psychometric properties, is culturally and linguistically acceptable, and is equally effective in assessing the academic optimism of Turkish teachers.
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