Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.