Relationship between teacher's academic optimism and student's academic achievement in public high schools of Tehran City

The present paper aims to investigate the relationship between teachers’ academic optimism and students’ academic achievement in public high schools of Tehran City. Descriptive- correlation method was used. The statistical population consisted of all the teachers of the above schools (2795 teachers). Based on Cochrane formula, a sample of 142 teachers was selected’ using cluster sampling method. Teacher academic Optimism Questionnaire (Beard et al, 2010) and the average student scores were used for data collection. The questionnaire reliability was calculated based on cronbach’s alpha (teachers academic optimism =α0.982). To analyze the data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] there was a significant positive relationship between teachers’ academic optimism and students’ academic achievement inpublic high schools of Tehran City. [2] Among teacher academic optimism dimensions (academic emphasis, sense of self efficacy, trust in student and parents), the teacher’s sense of self efficacy accounted for the highest degree of variance in students’ academic achievement.