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Klima učitelského sboru: úprava dotazníku OCDQ-RS pro podmínky českých škol

100%
Chvál M., Urbánek P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 5
778-803
EN
The study compares psychometric parameters of a new questionnaire measuring organizational school climate (so called KUS) with available parameters of the original OCDQ-RS questionnaire developed in the U.S. and its Slovak adaptation. The paper first describes the original OCDQ-RS questionnaire, its Slovak standardization, and the adaptations made to the original for use in the Czech Republic. We compare psychometric parameters of the OCDQ-RS with the Slovak standardized version and the Czech non-standardized version, and describe the data sets of the corresponding samples in the subsequent section. The paper then presents the psychometric analysis and explains why the openness index of climate in the KUS questionnaire was left out compared with the Slovak questionnaire. The last section shows the indicative norms and standard errors of the indexes. Sample comprised 1823 teachers from Klima učitelského sboru… 803 77 mainly primary schools with a return rate of at least 70%. The following analytical procedures were used: Item analysis, exploratory factor analysis, supplementary confirmatory factor analysis, Pearson correlation coefficients, Cronbach coefficients, ANOVA and computation of standard error of measurement of climate components. The unit of analysis was the teacher or the school, depending on the analytical needs and possibilities. The KUS questionnaire retained four components: (1) supportive governance behavior, (2) engaged teacher behavior, (3) frustrated teacher behavior, (4) intimate teacher behavior. The fifth component – directive principal’s behavior – was substituted by the component strength of governance. All of the components have a good Cronbach coefficient alfa between 0,84 and 0,96. The number of items increased from 34 to 40 compared with the OCDQ-RS.
2
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High autonomy and low accountability: Case study of five Czech schools

81%
Dvořák D., Urbánek P., Starý K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 6
919-940
EN
The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability.
3
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Malá škola po pěti letech: proměny školy v době reformy

81%
Dvořák D., Starý K., Urbánek P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 1
9–31
EN
The major reform of Czech schools has not achieved its goals according to several recent studies. This paper describes mechanisms of troubled enactment of the reform in one school. First, the method of congruence analysis is presented as a tool to link the case observations and theoretical models. Then, two rival theories of educational change are sketched. The empirical part of the paper describes the school’s improvement over more than five years and the roles of different actors. The interaction between the processes of inner school development and the top-down mandated educational reform is discussed. A longitudinal qualitative case study of one comprehensive primary and lower secondary school is based mainly on interviews with school leadership, teachers and pupils, lesson observations and documentary analysis. The school with a record of successful improvement (turnover) has very skeptical attitude to the reform and implements it only formally. There is a striking difference between the school’s vision and the national reform’s discourse. The findings suggest that the theories stressing the plurality of actors involved in change and the necessary contribution of different system levels provide more plausible explanation of the reform’s results.
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