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Aim of this study is to examine the relationship of the middle school teachers’ enabling school structure, academic optimis and school effectiviness perceptions and also explores the predictive influence of the middle school teachers’ enabling school structure and academic optimism on perceptions of their school effectiviness. Participants consisted of 1151 middle school teachers including 589 females and 562 males. The research is a quantitative study using correlational screening model. The results of the research showed that there are positive and significant relationships between the teachers’ school structure, academic optimism and school effectiveness. Also, school structure and academic optimism are significant predictors of school effectiveness.

Ortaokul Öğretmenlerinin Algılarına Göre Okul Etkililiği ile Kolaylaştırıcı Okul Yapısı ve Akademik İyimserlik Arasındaki İlişki