Collective Teacher Efficiency, School Environment, and the Teacher’s Scientific Optimism in Students' Academic Success: The Contribution of School Effectiveness Variable

The aim of this study was to investigate the relationship between teacher collective efficiency, school atmosphere, teachers’ scientific optimism and students' academic success with the mediating role of school effectiveness in girls high schools in districts one and two of Urmia. Concerning its objectives, this is an applied study and concerning its data collection procedure, this is a descriptive-correlational study. The statistical population was all the teachers of girls high schools in districts one and two of Urmia (N=800). Using Morgan table, 260 teachers were selected by relative class sampling method. Data were collected through five questionnaires: school climate, scientific optimism, teacher collective efficiency, school effectiveness and students' academic achievement. The reliability coefficients of the questionnaires, using Cronbach's alpha, were 0.93, 0.94, 0.74, 0.86 and 0.82, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data. The results showed there is a significant relationship between school atmosphere, scientific optimism and teachers' collective efficiency with school effectiveness. There is also significant relationship between school effectiveness and students' academic success. The effectiveness of the school plays a mediating role in the relationship between scientific optimism, collective efficiency of teachers and the school atmosphere in students' academic success.