Academic optimism of teachers, school engagement and educational aspirations of students from private and government schools

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.