Czech teachers’ attitudes towards curriculum reform implementation

Tomáš Janík 1 , Tomáš Janko 1 , Karolína Pešková 1 , Petr Knecht 1 , and Michaela Spurná 2
  • 1 Institute for Research in School Education, Faculty of Education, Masaryk University, Poříčí 31, 60300, Brno, Czech Republic
  • 2 Department of Educational Sciences, Faculty of Arts, Masaryk University, Arna Nováka 1, 602 00, Brno, Czech Republic
Tomáš Janík
  • Institute for Research in School Education, Faculty of Education, Masaryk University, Poříčí 31, 60300, Brno, Czech Republic
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, Tomáš Janko
  • Institute for Research in School Education, Faculty of Education, Masaryk University, Poříčí 31, 60300, Brno, Czech Republic
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, Karolína Pešková
  • Corresponding author
  • Institute for Research in School Education, Faculty of Education, Masaryk University, Poříčí 31, 60300, Brno, Czech Republic
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, Petr Knecht
  • Institute for Research in School Education, Faculty of Education, Masaryk University, Poříčí 31, 60300, Brno, Czech Republic
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and Michaela Spurná
  • Department of Educational Sciences, Faculty of Arts, Masaryk University, Arna Nováka 1, 602 00, Brno, Czech Republic
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Abstract

The study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

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