Examining the Role of Academic Optimism in Enabled Structure of Tehran Elementary Schools

The object of this study was to examine the relationship between academic optimism culture and enable school structure of Tehran elementary schools’ teachers. The sample of this research was 250 teachers of elementary schools that selected multi-level randomly and use academic optimism and enable bureaucracy of Hoy and colleagues as a data analysis. The result indicated that teachers academic optimism culture have statistically significant and lower than average, but trust in parent and students have not statistically significant and lower than average. Academic optimism culture of female teachers is higher than that of men. Teachers with higher education have higher academic optimism than lower education. Also, teachers academic optimism have direct relationship with enabling bureaucracy. Trust in students and parents have highest relationship with enabling structure. At the end, creating COP (community of practice) for reinforcing the collective efficacy of teachers, development of teachers and involvement of parents in schools activity for creating trust between parents, students and teachers are recommended.