{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/17669"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/17669","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Examining the Relationship Between Academic Optimism and Successful School Leadership in Title I Public Schools in Rural South Alabama","abstract":"This research investigates the relationship between successful school leadership and academic optimism, a top predictor of student achievement, in rural Title I public schools in South Alabama. Researchers analyze the construct of academic optimism which includes academic emphasis, collective efficacy and faculty trust. The research uses an ex-post facto correlational design with quantitative methods to gather survey responses from teachers at seven public schools. The School Academic Optimism Scale (SAOS) along with the Successful School Leadership Survey (SSLS) function as main measurement tools while teacher demographic information from SSLS about experience and education levels aid in examining moderating influences. The study analyzes individual teachers as units while standardizing results to enable comparisons. The research data demonstrates that successful school leadership positively influences academic optimism. Experienced teachers who possess high levels of education serve to enhance this positive relationship even further. The research emphasizes successful school leadership as essential for developing academic optimism. Leaders who build trust and set high expectations while developing collective efficacy serve as fundamental elements that lead to better school results. School leaders working in rural high-poverty areas can improve their student learning outcome through strategic development of academic optimism in school.","abstract_html":"This research investigates the relationship between successful school leadership and academic optimism, a top predictor of student achievement, in rural Title I public schools in South Alabama. Researchers analyze the construct of academic optimism which includes academic emphasis, collective efficacy and faculty trust. The research uses an ex-post facto correlational design with quantitative methods to gather survey responses from teachers at seven public schools. The School Academic Optimism Scale (SAOS) along with the Successful School Leadership Survey (SSLS) function as main measurement tools while teacher demographic information from SSLS about experience and education levels aid in examining moderating influences. The study analyzes individual teachers as units while standardizing results to enable comparisons. The research data demonstrates that successful school leadership positively influences academic optimism. Experienced teachers who possess high levels of education serve to enhance this positive relationship even further. The research emphasizes successful school leadership as essential for developing academic optimism. Leaders who build trust and set high expectations while developing collective efficacy serve as fundamental elements that lead to better school results. School leaders working in rural high-poverty areas can improve their student learning outcome through strategic development of academic optimism in school.","abstract_has_math":false,"creators":["Childers, Anna Laura"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Johnson, Bob","Bergeron, Bill","Givens, Mary","Lawson, Michael"],"advisors":["Sun, Jingping"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:25Z","subjects":["academic optimism","collective efficacy","successful school leadership"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1208483"],"render_values":[{"text":"1208483","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/17669","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Bob","Bergeron, Bill","Givens, Mary","Lawson, Michael"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Sun, Jingping"]},{"key":"dc:creator","label":"Author","values":["Childers, Anna Laura"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-02-09T22:56:38Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-02-09T22:56:38Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic optimism","collective efficacy","successful school leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1208483"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/17669"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["This research investigates the relationship between successful school leadership and academic optimism, a top predictor of student achievement, in rural Title I public schools in South Alabama. Researchers analyze the construct of academic optimism which includes academic emphasis, collective efficacy and faculty trust. The research uses an ex-post facto correlational design with quantitative methods to gather survey responses from teachers at seven public schools. The School Academic Optimism Scale (SAOS) along with the Successful School Leadership Survey (SSLS) function as main measurement tools while teacher demographic information from SSLS about experience and education levels aid in examining moderating influences. The study analyzes individual teachers as units while standardizing results to enable comparisons. The research data demonstrates that successful school leadership positively influences academic optimism. Experienced teachers who possess high levels of education serve to enhance this positive relationship even further. The research emphasizes successful school leadership as essential for developing academic optimism. Leaders who build trust and set high expectations while developing collective efficacy serve as fundamental elements that lead to better school results. School leaders working in rural high-poverty areas can improve their student learning outcome through strategic development of academic optimism in school."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Examining the Relationship Between Academic Optimism and Successful School Leadership in Title I Public Schools in Rural South Alabama"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Bob","Bergeron, Bill","Givens, Mary","Lawson, Michael"],"dc:contributor.advisor":["Sun, Jingping"],"dc:creator":["Childers, Anna Laura"],"dc:date.accessioned":["2026-02-09T22:56:38Z"],"dc:date.available":["2026-02-09T22:56:38Z"],"dc:date.issued":["2025"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["This research investigates the relationship between successful school leadership and academic optimism, a top predictor of student achievement, in rural Title I public schools in South Alabama. 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Leaders who build trust and set high expectations while developing collective efficacy serve as fundamental elements that lead to better school results. School leaders working in rural high-poverty areas can improve their student learning outcome through strategic development of academic optimism in school."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1208483"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/17669"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["academic optimism","collective efficacy","successful school leadership"],"dc:title":["Examining the Relationship Between Academic Optimism and Successful School Leadership in Title I Public Schools in Rural South Alabama"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:25Z"}