Abstract
<p style="text-align:justify">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.</p>
Highlights
School achievement factors have become a long-standing research topic
This study examines the relationship among enabling school structure, teachers’ altruistic behaviours, and school academic optimism
This study is expected to make an important contribution by exploring the convergence among enabling school structure, academic optimism, and altruism
Summary
School achievement factors have become a long-standing research topic. This salient interest in determining predictors of successful and effective schools is prevalent among researchers (Dormann et al, 2019; Friedman, 2016 Jacobs & Harvey, 2005; McGuigan & Hoy, 2006). McGuigan and Hoy (2006) suggest that studying school traits that determine student success is an enduring and compelling process. Hoy, Tarter et al (2006), as cited in Coleman, state that school has minimal effect on students’ academic achievement, whereas socioeconomic characteristics embody a dominant influence in explaining student achievement. School achievement factors have become a long-standing research topic This salient interest in determining predictors of successful and effective schools is prevalent among researchers (Dormann et al, 2019; Friedman, 2016 Jacobs & Harvey, 2005; McGuigan & Hoy, 2006). The PISA 2018 results proved Coleman right as economically advantaged students displayed remarkable and higher performance than economically disadvantaged peers did in basic skills in reading, mathematics, and science. This trajectory was observed with respect to the results of students from Turkey that reveal that socio-economically disadvantaged students performed lower scores than socioeconomically advantaged students (Organization for Economic Cooperation and Development [OECD], 2019). These results have confirmed that socioeconomic background is still a strong predictor of learning outcomes
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