Teoretický model pro výzkum vnímání kurikulárních změn učiteli ZŠ

This methodological paper describes the validation of a theoretical model which enables us to capture a cognitive (beliefs), affective (concerns) and behavioural (behaviour, use) level of Czech lower secondary school teachers’ perceptions of curriculum changes ten years after their implementation. The aim of this study is 1) to introduce the development of the model, 2) to describe the psychometric qualities of a research instrument (questionnaire) developed according to this model, and 3) to verify the construct validity of the model in the sample of Czech teachers. The main theoretical inspiration for the model development was the Concerns-Based Adoption Model (CBAM). By means of the model, the constructs attitudes towards the reform (stages of concern) and the use of curricular documents (levels of use) were operationalized. In addition, the variable self-efficacy was included in the research instrument in order to complete the context and reveal relations among variables. The sample of the main survey consisted of 701 respondents (teachers, headteachers and deputy headteachers). Data was analysed by means of descriptive statistical analysis, item analysis, exploratory and confirmatory analysis, etc. Based on these analyses, it was necessary to modify the original model several times so that it could theoretically and methodologically correspond with the requirements and needs of curriculum changes evaluation in the Czech Republic. Although the research instrument can be considered valid and reliable, its application was connected with methodological complications. As it is the first adaptation of the model to such an extent in the Czech Republic, we also pay attention to difficulties brought by the empirical validation of the instrument.