{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/983"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/983","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Academic optimism and organizational climate: an elementary school effectiveness test of two measures","abstract":"This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from .82 to .92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness.","abstract_html":"This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from .82 to .92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness.","abstract_has_math":false,"creators":["Reeves, Jonathan Bart"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dyer, Beverly","Newton, Rose Mary","Dagley, David L.","Mitchell, Roxanne M."],"advisors":["Tarter, Clemens John"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010","date_published":"2010","updated_at":"2026-07-27T18:44:07Z","subjects":["Educational administration","Educational leadership","Elementary education"],"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":["u0015_0000001_0000478","Reeves_alatus_0004D_10551"],"render_values":[{"text":"u0015_0000001_0000478","href":null,"code":true},{"text":"Reeves_alatus_0004D_10551","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/983","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dyer, Beverly","Newton, Rose Mary","Dagley, David L.","Mitchell, Roxanne M."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Tarter, Clemens John"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Reeves, Jonathan Bart"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T14:37:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T14:37:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2010"]},{"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":["Educational administration","Educational leadership","Elementary education"]}]},{"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":["u0015_0000001_0000478","Reeves_alatus_0004D_10551"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/983"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from .82 to .92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness."]},{"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":["Academic optimism and organizational climate: an elementary school effectiveness test of two measures"]}]}],"canonical_facts":{"dc:contributor":["Dyer, Beverly","Newton, Rose Mary","Dagley, David L.","Mitchell, Roxanne M."],"dc:contributor.advisor":["Tarter, Clemens John"],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Reeves, Jonathan Bart"],"dc:date.accessioned":["2017-03-01T14:37:14Z"],"dc:date.available":["2017-03-01T14:37:14Z"],"dc:date.issued":["2010"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. 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Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from .82 to .92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0000478","Reeves_alatus_0004D_10551"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/983"],"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":["Educational administration","Educational leadership","Elementary education"],"dc:title":["Academic optimism and organizational climate: an elementary school effectiveness test of two measures"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:07Z"}