Factors Affecting Teachers’ Academic Optimism in Secondary Schools

Academic optimism is a vital concept that can help schools overcome the challenges posed by students from low socioeconomic backgrounds. This study investigates factors influence academic of secondary school teachers. Using phenomenological approach, we collected data through focus group interviews with principals and teachers, employing maximum variation sampling technique to ensure diverse perspectives. Our analysis revealed three themes affect teachers' optimism: self-efficacy, emphasis, trust in parents. Notably, our findings indicate experiences success or failure are most significant determinant their optimism. Based on these results, propose actionable strategies enhance ultimately promoting schools.