<![CDATA[Learning optimism is a crucial psychological and pedagogical resource that enables students to maintain positive expectations, sustain academic engagement, and overcome learning difficulties. However, limited self-confidence and weak intrinsic motivation remain challenges among secondary school students. This study explores how Islamic Religious Education (IRE) teachers foster students' learning optimism and identifies the supporting and inhibiting factors at SMA Negeri, Indonesia. Using a descriptive qualitative design, data were collected through participant observation, semi-structured interviews with an IRE teacher and eleventh-grade students, and documentation. Data were analysed using the Miles and Huberman interactive model, with triangulation ensuring credibility. The findings reveal four interconnected teacher roles: educator, motivator, mentor, and role model. These roles strengthen students' academic confidence, motivation, perseverance, and positive learning dispositions. A conducive classroom environment, engaging instructional methods, and constructive teacher–student relationships support this process, whereas low self-confidence, weak intrinsic motivation, and external influences constrain it. The study highlights integrated pedagogical and motivational support in Islamic education.]]>
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