Karen Anderson-Revised Dissertation 051012

200 Pages·2012·2.15 MB·English

by  George Crandell

Examining Relationships between Enabling Structures, Academic Optimism and Student
Achievement

by

Karen Anderson

A dissertation submitted to the Graduate Faculty of
Auburn University
in partial fulfillment of the
requirements for the Degree of
Doctor of Philosophy

Auburn, Alabama
May 7, 2012

Keywords: Enabling Structures, Academic Optimism, Student Achievement

Copyright 2012 by Karen Anderson

Approved by

Dr. Frances Kochan, Chair, Wayne T. Smith Distinguished Professor
Department of Educational Foundations, Leadership and Technology
Dr. Lisa Kensler, Assistant Professor
Department of Educational Foundations, Leadership and Technology
Dr. Ellen Reames, Assistant Professor
Department of Educational Foundations, Leadership and Technology
Abstract

The purpose of this study was to examine relationships between enabling structures,
academic optimism and student achievement; to determine whether academic optimism served as
a mediator between the two and to discover teacher perceptions of the relationship of their
success to enabling structures and academic optimism using a mixed methods research design.
Student achievement was measured using both criterion-referenced and norm-referenced tests.
Manuscripts present the results of both the quantitative and qualitative analyses.
Findings indicated a relationship between academic optimism, enabling structures, and
student achievement. In addition, academic optimism appeared to serve as a mediator between
enabling structures and norm-referenced assessments but did not correlate with criterion-
referenced tests. Teachers identified specific enabling structures as facilitating successful
implementation of their duties. They also identified elements of academic optimism as enabling
them to be successful. Proactive administrator action was cited repeatedly by teachers as a factor
which seemed to have a positive impact on their work.
This study serves as the second inquiry to establish connections between enabling
structures, academic optimism and student achievement, measured at the school level, in
elementary schools. The use of mediation also offers a unique perspective to the literature, and
the qualitative aspect of the study delineates specific structures which appear to facilitate teacher
success.

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Acknowledgments

God gives you the desires of your heart! I have wanted a doctorate for years, and I‘ve
finally reached my goal. My successful dissertation journey has been completed with lots of
help along the way.
I have been blessed by the support of several professors. The faculty at Auburn
University have been fabulous! Dr. Frances Kochan – thank you for being in my corner for
years. Her vision, support and direction, as my chair and mentor, made my trip much easier. Dr.
Lisa Kensler made me feel like a scholar, and I cannot thank her enough for that. She stretched
my thinking and offered encouragement on countless occasions. I would not have reached this
point without Dr. Ellen Reames; she gave me the confidence to apply for the program and
offered wise counsel along the way, especially during the dissertation process. In addition, I was
honored to have been selected as a Jackson Scholar. Dr. Alan Shoho, from the University of
Texas at San Antonio, has been an excellent mentor, and I will be forever grateful for his
influence.
It was my good fortune to have been a member of the 2008 Doctoral Cohort at Auburn
University; we supported each other in and out of class. Each person played a special part in my
life, and many classmates in subsequent cohorts helped me in myriad ways. I am grateful for
their inspiration and advice.
My family members are important to me, and I think I have made them proud. Caroline
Pompey, my great-grandmother, was a teacher who earned her bachelors‘ degree in 1907. I
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dedicate my doctorate to her memory. My parents, Gene and Carrie Bradley, have always
encouraged me, and I cannot thank them enough. Although my Nana, Edith Brown, has been
gone for quite some time, I can feel her presence. I know she is with me still. I have constantly
felt the love of my Aunt Diane and Uncle Gerald. My siblings, Geoffrey, Michael and Courtney
are all amazing individuals who have taught me much more than they realize.
My journey was made significantly easier because of the daily support of my husband
and children. It‘s amazing how your own advice comes back to you through them. Subria –
thanks for reminding me to breathe. You are a strong young lady with a sweet spirit; your
consistent, unwavering encouragement helped me more than you will ever know. I am thankful
to Jabez for his smiles and great hugs. Bernard, my wonderful husband, you‘ve been that
constant exhorter. Thank you for your patience, strength, protection, tenderness and compassion,
as well as for your comfort and love. Now that I‘m done, it‘s your turn!
Whenever I felt lost or discouraged, I often recalled my favorite Scripture, Romans 12:2.
This journey has truly transformed me. I will never be the same. To God be the glory!

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Table of Contents

Abstract ......................................................................................................................................... ii
Acknowledgments ....................................................................................................................... iii
List of Tables ................................................................................................................................ x
List of Figures .............................................................................................................................. xi
Chapter 1: Introduction ............................................................................................................... 1
Background ....................................................................................................................... 1
School Factors and School Success .................................................................................. 3
Academic Optimism, Enabling Structures and School Success ........................... 4
Purpose of the Study ......................................................................................................... 7
Significance of the Study .................................................................................................. 7
Statement of the Research Questions ................................................................................ 9
Methodology ..................................................................................................................... 9
Assumptions .................................................................................................................... 11
Limitations ...................................................................................................................... 12
Definitions of Terms ....................................................................................................... 13
Conclusions and Organization of the Study.................................................................... 14
Chapter 2: Review of Literature ................................................................................................ 15
Student Achievement and School Climate ..................................................................... 15
Enabling Structures ......................................................................................................... 17
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Schools as Bureaucratic Organizations ............................................................... 17
Types and Effects of Bureaucracies in Schools .................................................. 19
Research on Enabling Structures ........................................................................ 21
Academic Optimism ....................................................................................................... 25
Positive Psychology and Optimism .................................................................... 25
The Development of Academic Optimism as a Construct.................................. 26
Efficacy ............................................................................................................... 34
Self-efficacy ........................................................................................................ 36
Collective Efficacy.............................................................................................. 40
Trust .................................................................................................................... 42
Academic Emphasis ............................................................................................ 52
Academic Optimism and Enabling Structures ................................................................ 61
Conclusion ...................................................................................................................... 63
Chapter 3: Methodology ............................................................................................................ 65
Research Questions ......................................................................................................... 66
Research Design.............................................................................................................. 66
Instrumentation ............................................................................................................... 67
Enabling Structures Instrument........................................................................... 67
Academic Optimism Instrument ......................................................................... 68
Sampling Procedures and Data Collection ..................................................................... 69
Data Analysis .................................................................................................................. 71
Limitations ...................................................................................................................... 74
Summary ......................................................................................................................... 75
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Chapter 4: Results ....................................................................................................................... 77
Data Collection Procedures ............................................................................................. 77
Data Analysis .................................................................................................................. 80
Assumptions ........................................................................................................ 80
Descriptive Statistics and Reliability .................................................................. 82
Findings Associated with Enabling Structures, Academic
Optimism and Student Achievement .............................................................................. 84
Enabling Structures ............................................................................................. 94
Academic Optimism ........................................................................................... 96
Proactive Administrator Action .......................................................................... 97
Enabling Structures, Academic Optimism and Student Achievement ............... 98
Conclusion .................................................................................................................... 101
Chapter 5: Manuscript 1: Examining Academic Optimism as a Mediator
Between Enabling Structures and Student Achievement .............................................. 103
Purpose of the Study ..................................................................................................... 105
Conceptual Framework ................................................................................................. 105
Academic Optimism ......................................................................................... 106
Enabling Structures ........................................................................................... 108
Rationale ........................................................................................................... 109
Method .......................................................................................................................... 110
Sample and Measures ....................................................................................... 110
Procedures ......................................................................................................... 112
Limitations ........................................................................................................ 113
Analysis............................................................................................................. 114
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Results ........................................................................................................................... 114
Assumptions ...................................................................................................... 114
Descriptive Statistics and Reliability ................................................................ 117
Findings Associated with Enabling Structures, Academic
Optimism and Student Achievement ................................................................ 119
Discussion and Implications for Future Study .............................................................. 127
Future Study ...................................................................................................... 130
Conclusion .................................................................................................................... 130
Chapter References ....................................................................................................... 131
Chapter 6: Manuscript 2: Teachers‘ Perspectives of the Role of Enabling Structures and
Academic Optimism in Fostering Their Success .......................................................... 137
Conceptual Framework ................................................................................................. 137
Enabling Structures ........................................................................................... 138
Academic Optimism ......................................................................................... 139
Enabling Structures and Academic Optimism .................................................. 140
Purpose and Significance of Study ............................................................................... 140
Significance of the Study .................................................................................. 141
Methodology ................................................................................................................. 141
Research Questions ........................................................................................... 141
Data Collection ................................................................................................. 142
Data Analysis .................................................................................................... 143
Findings......................................................................................................................... 144
Teacher Perspectives ......................................................................................... 145
Enabling Structures ........................................................................................... 145
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Academic Optimism ......................................................................................... 147
Enabling Structures, Academic Optimism, and Student Achievement ............ 149
Additional Findings .......................................................................................... 152
Discussion and Implications for Practice ...................................................................... 153
Implications for Practice ................................................................................... 157
Conclusion .................................................................................................................... 159
Chapter References ....................................................................................................... 159
References ................................................................................................................................. 165
Appendix 1 Enabling School Structure (ESS) Form ............................................................... 179
Appendix 2 School Academic Optimism Survey (SAOS) ...................................................... 180
Appendix 3 Approval Letter from Institutional Review Board (IRB) .................................... 182

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List of Tables

Table 1: Summary of Research Questions and Analysis Tools ................................................. 72
Table 2: Descriptive Statistics of the Variables Including Reliability ....................................... 81
Table 3: Correlations between Major Variables ........................................................................ 85
Table 4: Hierarchical Regressions of SES, ESS and AO on CRTR and CRTM ....................... 88
Table 5: Hierarchical Regressions of SES, ESS and AO on NRTR and NRTM ....................... 89
Table 6: Demographic Data for HPS Schools............................................................................ 99
Table 7: Demographic Data for LPS Schools .......................................................................... 100
Table 8: Descriptive Statistics of the Variables Including Reliability ..................................... 116
Table 9: Correlations between Major Variables ...................................................................... 120
Table 10: Hierarchical Regressions of SES, ESS and AO on CRTR and CRTM .................... 122
Table 11: Hierarchical Regressions of SES, ESS and AO on NRTR and NRTM.................... 123
Table 12: SES and Student Achievement of Participating Schools ......................................... 144
Table 13: Demographic Data for HPS Schools ........................................................................ 150
Table 14: Demographic Data for LPS Schools ........................................................................ 151

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