摘要：A number of studies have shown the impact of teachers’ attitudes on student achievement. One of the concepts through which teachers’ attitudes can be operationalized is academic optimism. It includes perceptions of self-efficacy, trust in students and their parents, and an emphasis on academic outcomes. The influence of academic optimism on student achievement was demonstrated in the Czech Republic in lower secondary education. This study examines its application at the upper secondary level. The research seeks answer to the question of whether teachers’ academic optimism influences educational outcomes in mathematics and reading literacy, taking into account prior achievement, socioeconomic status, school composition and type of study (grammar vs. vocational). The analysis using multilevel structural equation modelling in the Mplus program was performed on data collected in 2016 and 2018 from 2320 students in the first and third years of grammar schools, and secondary technical and apprenticeship schools from 117 classes in 66 secondary schools and from 795 upper secondary teachers. Findings revealed that teachers’ attitudes differ between secondary school types. However, their influence on student outcomes could not be proven at the upper secondary school level.
