Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers

Kateřina Vlčková; Jan Mareš; Stanislav Ježek

doi:10.5817/PedOr2015-6-798

Adaptace dotazníku Teacher Power Use Scale na žáky druhého stupně základních škol a studenty učitelství

Roč.25,č.6(2015)
ENGLISH ISSUE

Kateřina Vlčková Jan Mareš Stanislav Ježek

https://doi.org/10.5817/PedOr2015-6-798

PDF (English)

Abstrakt

Moc lze definovat jako schopnost ovlivnit názory, hodnoty a jednání ostatních. Jasně stanovené mocenské vztahy ve třídách umožňují realizaci kurikulárních cílů. Začínající učitelé často bojují s ustanovením těchto vztahů. Vlivná typologie sociální moci jakožto vztahového jevu autorů Frenche a Ravena (1959) rozlišuje donucovací, odměňovací, legitimní, referenční a expertní bázi moci učitele. V této metodologické studii popisujeme adaptaci nástroje Teacher Power Use Scale – TPUS (Schrodt, Witt, & Turman, 2007) určeného k měření těchto bází moci. Adaptace se zaměřuje na úpravu dotazníku specificky pro český kontext a také pro studenty učitelství a jejich žáky na druhém stupni základních škol (oproti původní verzi, která byla zaměřena na univerzitní učitele a jejich studenty v anglosaském kontextu). Dostupný výzkumný vzorek sestával z 1686 žáků z 96 tříd druhého stupně základních škol vyučovaných 96 studenty učitelství v průběhu jejich dlouhodobé praxe. Získaná data v zásadě podporují teorii Frenche a Ravena a původní TPUS. Nicméně vnímání bází moci studentů učitelství je u žáků druhého stupně jednodušší. Báze legitimní a donucovací silně korelovaly, jinými slovy byly žáky vnímány jako jeden faktor. Toto zjištění odpovídá výsledkům výzkumu bází moci učitele zkoumaných na jiných vzorcích žáků v českém kontextu.

Klíčová slova:
báze moci; Teacher Power Use Scale; student učitelství; druhý stupeň základních škol; adaptace výzkumného nástroje; konfirmační faktorová analýza

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