Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents

Abstract

This study aims to explore critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that, according to teachers’ perceptions, school leaders who explicitly focus on academic optimism not only generate more academic optimism but also foster more alignment between teachers, students, and parents, which, in turn, will further elevate the level of school academic optimism. The study, conducted in Antwerp, Belgium, included 1061 teachers from 37 secondary schools. Structural equation modelling was employed for analysis. Fit indices were good, and the overall image confirms our hypothesis. Principals have opportunities to enhance academic optimism and alignment between teachers, students, and parents through performance management for academic optimism. The most remarkable finding shows that an increased level of parental involvement (connecting parents to what happens in school) is promising for academic optimism, whereas increased parental participation (giving parents a voice in what happens in schools) carries potential risks—a critical yet possibly overlooked insight. Recognizing the considerable challenges highlighted in prior research regarding parental engagement, especially in secondary schools, this study unveils promising avenues for further exploration.