ACADEMIC OPTIMISM AMONG SPECIAL EDUCATION TEACHERS: AN ANALYSIS IN TERMS OF DEMOGRAPHIC VARIABLES

ÖZEL EĞİTİM ÖĞRETMENLERİNDE AKADEMİK İYİMSERLİK: DEMOGRAFİK DEĞİŞKENLER AÇISINDAN BİR İNCELEME

Abstract

The concept of academic optimism encompasses dimensions such as teachers’ belief in students’ learning capacity, confidence in their own instructional efficacy, and openness to professional collaboration. This construct is regarded as an important individual characteristic that enhances teachers’ influence within the learning environment and indirectly contributes to student achievement. Particularly in the field of special education, the ability of teachers to provide a sustainable learning environment for students with diverse developmental needs is closely related to their level of academic optimism. The purpose of this study is to examine the academic optimism levels of special education teachers and to determine whether these levels differ significantly based on various demographic variables (gender, age, educational attainment, professional seniority, and willingness to pursue graduate education). The research was designed within the framework of a survey and causal-comparative model. The study group consists of 104 special education teachers. The "Personal Information Form" and the "Teacher Academic Optimism Scale" were used as data collection tools. Frequency, percentage, arithmetic mean, independent samples t-test, and one-way analysis of variance (ANOVA) were employed in the data analysis. The results of the study revealed that special education teachers generally exhibit high levels of academic optimism. However, the findings indicated no statistically significant differences in academic optimism levels in relation to gender, age, educational attainment, or professional seniority. Nevertheless, a significant difference was found regarding the variable of willingness to pursue graduate education; teachers who expressed an intention to enroll in graduate studies demonstrated higher levels of academic optimism. This outcome suggests that individuals open to professional development may exhibit greater academic optimism, highlighting the importance of in-service training and academic career planning.