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The aim of this study is investigate  teachers' academic optimism levels by following variables; teachers' education levels, branches, location of their schools, their participation in educational activities. Working group of the study includes total of 329 teachers from 14 schools selected by random sampling. School Academic Optimism Scale to collect data were used in this study. School Academic Optimism Scale has been developed by Coban and Demirtas (2011). School Academic Optimism Scale consists of three sub-dimensions, self-efficacy, confidence and the academic emphasis and 19 questions. The reliability coefficient of the scale was calculated as 0.82. According to the survey, the average score in the academic teachers emphasize academic optimism and confidence levels differed according to the study, the mean score of self-sufficiency size does not differ. The mean score of self-efficacy and academic emphasis in optimism compared to the size of the academic teacher of the branches differ variable and there is no differentiation in the security dimension. Based on the location of the school they work the teachers do not differ in the size of the average score of academic optimism. Certified teachers perform their social activities and participated in their courses according to the state's academic self-efficacy, optimism, confidence and academic scores in the average size of emphasis differ in a meaningful way. Ozet Bu arastirmanin amaci, cesitli degiskenlere gore (Ogretmenlerin egitim duzeyi, branslari, okulun yerlesim yeri) ogretmenlerin akademik iyimserlik duzeylerinin incelenmesidir. Arastirmanin calisma grubunu; 2016 yilinda Konya ilinde calisan ve tesadufi kume ornekleme yoluyla 14 okuldan secilen toplam 329 ogretmen olusturmustur. Orneklemi olusturan ogretmenlerin, 162’si erkek, 167’si ise kadindir. Veri toplama araci olarak; Hoy (2006) tarafindan gelistirilen ve Coban ve Demirtas (2011) tarafindan Turkceye uyarlanan “Okul Akademik Iyimserlik Olcegi”  kullanilmistir. Olcek, ortak oz yeterlilik, guven ve akademik vurgu olmak uzere uc alt boyuttan olusmaktadir. Olcek 5’li Likert tarzinda hazirlanmistir. Bu arastirmada olcek icin hesaplanan guvenirlik katsayisi 0.872’dir. Ogretmenlerin akademik iyimserlik duzeyleri; ogretmenlerin ogrenim duzeyleri, branslari, okullarda gorev yapan ogretmen sayisi ve calistiklari okullarin bulundugu yere gore incelenmistir.  Akademik iyimserligin ortak oz yeterlik ve guven alt boyutlarinin puan ortalamasinda ogretmenlerin branslarina gore anlamli bir farklilik gozlenmemistir. Ogretmenlerin branslarina akademik iyimserligin toplam puan ortalamasi ve akademik vurgu alt boyutu puan ortalamasi arasinda sinif ogretmenlerinin lehine anlamli bir farklilik gozlenmistir. Ogretmenlerin ogrenim durumu degiskenlerine gore akademik iyimserligin ortak oz yeterlik alt boyutu puan ortalamasi anlamli bir farklilik gostermezken, akademik iyimserligin toplam puan ortalamasi ve guven, akademik vurgu alt boyutlarinin puan ortalamasinda anlamli bir farklilik gozlenmistir. Okulun bulundugu yerlesim turune gore ve okullarda gorev yapan ogretmen sayisi degiskenlerine gore, toplam akademik iyimserlik puan ortalamasi ve tum alt boyutlarinin (ortak oz yeterlik, guven, akademik vurgu) puan ortalamasi anlamli bir farklilik gostermemistir.

journal of human sciences

Study of the academic optimism levels of the teachers ın terms of certain variables&lt;p&gt;Öğretmenlerin akademik iyimserlik düzeylerinin bazı değişkenler açısından incelenmesi