PERCEIVED ACADEMIC OPTIMISM AMONG SECONDARY SCHOOL TEACHERS OF BHUTAN

Abstract

The study was conducted on academic optimism among the teachers of secondary school of Bhutan with different dimensions of the academic optimism. The three dimensions that affect the teacher in academic optimism are; academic emphasis, teachers self-efficacy, and teacher trust in parents and students that really contributed to the field of academic optimism were addressed. The sample of the study includes 308 secondary school teachers in the two districts of Bhutan. Convenient sampling technique was used to collect the data. The finding reveals that there is average positive psychological dimension in relation to all three dimensions.  The maximum scores at average category for all dimension proves that the teacher is conscious of the academic optimism which finally gear towards the achievement of students academic. For the purpose of drawing the result the investigator used statistical technique like percentage and frequency. For the future researcher the investigator to suggest to study academic optimism  using the level of socio-economic status along with the investigation on positive dimension that will be contributing a lot towards the academic optimism of the teachers.