Url Resource class Title Creator Subject Description Publisher Contributor Date Type Format Identifier Source Language Relation Coverage Rights Alternative Title Abstract Date Available Is Part Of Spatial Coverage Bibliographic Citation License Degree Editor Doi Identifier Issue Page end Page start Volume Funded by Supported by Contact information Department or school name within institution Organization Biography Key Words Note Editorial note History note Type Coordinates Start End Location Note https://wou.omeka.net/s/repository/item/11736 Optimism and Performance of Novice ESOL Teachers Elizabeth Conkey | Natalie Nibler | DeAnna Sturm This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth). 2012-05-31 Text; Image; StillImage aes/25 eng Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s). | http://rightsstatements.org/vocab/InC/1.0/ The aim of this study is to examine the relationship between gender, optimism and perceived teaching performance amongst novice ESOL teachers. Graduates from two hybrid TESOL programs (N=47) were sampled and surveyed. Optimism significantly predicted perceived teaching performance, t(43)= 3.17, p=.003, and there was marginal association between gender and perceived teaching performance, t(43)= -1.92, p=.06. Further analyses indicated that the mean ratings of teaching performance were significantly different between men and women F(1,45)= 5.12, p=.03. In sum, our results suggest that gender and optimism are factors in perceptions of teacher efficacy amongst novice ESOL teachers. Conkey, Elizabeth, Natalie Nibler, and DeAnna Sturm. "Optimism and Performance of Novice ESOL Teachers." Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012. Psychological Sciences Debi Brannan