Explaining the Role of Academic Optimism and Enabling Structure in Student's Achievement

The purpose of this study was to investigate the effect of enabling school structure and teacher’s academic optimism on the students’ achievement. To carry out this study, the descriptive (correlational) method is used. Teacher academic optimism and enabling school structure questionnaires by 150 teachers in district 5 of Tehran guidance school that were randomly chosen were completed. The last semester student final grade points were selected as the base of measurement of their achievement. To examine the hypothesis and answer research question, the correlational coefficient and multiple regressions were used and the results confirm the hypothesis. Results showed that the academic optimism of teacher and enabling school structure have a positive and significant correlation with achievement. Among the three dimensions of academic optimism (efficacy, academic emphasis, trust) teacher efficacy had the highest correlation with achievement. Academic optimism of teacher and enabling school structure are two variables which together explained 23% of the variance in achievement.