Schools are the key source to country’s socio economic development. With the motto for ‘education for all’, importance of schools in developing society has been raised to manifolds. However teacher’s role in effectiveness of schools can never be sidelined. Teacher’s academic optimism has been taken as latent construct for student’s achievement and schools’ efficiency in the last decade. Thus, this paper attempts to analyse the relationship between academic optimism and teacher’s role behaviours in schools located in rural areas of Uttar Pradesh, India. The purpose of this study is to meet the call of the previous papers and analyse the effect of academic optimism in inducing teachers to perform in role as well as extra role behaviours towards students. The scale for academic optimism was given by Hoy et al., (2006) and for role behaviours was given by Chun-Chen and Ching-Sing (2011), which was administered, to a sample of school teachers and students. Data analysed using confirmatory factor analysis and hierarchical regression analysis provided a positive relationship between academic optimism and role behaviours. Teachers who had higher degree of collective efficacy performed more in role behaviours while those who trusted their students performed more organisational citizenship behaviours. In the same line, academic emphasis, a quest for academic excellence, beyond expectation affected OCBI along with IRB. Providing a novel way to attend school performances, this study attempts to expand the theoretical base of academic optimism. The results highlighted that academic optimism plays an important role in encouraging school teachers towards student’s achievement. This study also provides basis for more future researches in different regions of the India.