Management třídy lze nahlížet jako systém strategií, které používá učitel s cílem ovlivnit sociální prostředí třídy tak, aby byly posíleny učební podmínky. Efektivní management třídy vede k lepším vzdělávacím výsledkům žáků a přispívá u učitelů k setrvání v profesi. Rozlišovány bývají dvě oblasti managementu třídy: (a) management chování, který se týká jak prevence nevhodného chování stanovením pravidel apod., tak reakcí na nevhodné chování; (b) management výuky, který je zaměřen na plánování hodin, stanovování výukových cílů, používání výukových metod či podporu samostatné práce žáků. Tyto dvě oblasti managementu třídy lze měřit dvanáctipoložkovou Škálou managementu chování a výuky (Behavior and Instructional Management Scale – BIMS) (Martin & Sass, 2010), jejíž adaptaci do českého prostředí popisuje prezentovaná studie. Rozšířená sada 24 položek BIMS (publikovaná autory BIMS jako základ pro tvorbu dotazníku) byla administrována 123 učitelům z druhého stupně základního vzdělávání v Brně a okolí. Na dvanácti položkách vybraných pro finální verzi původní anglické verze BIMS byla provedena konfirmační faktorová analýza, přičemž dvoufaktorový model managementu chování a výuky odpovídal datům přibližně stejně jako u autorů originální metody. Na rozšířené sadě položek byla provedena explorační faktorová analýza a navržena modifikovaná sada dvanácti položek vhodnějších pro české prostředí. Pro obě verze byla z jištěna vnitřní konzistence na přijatelné úrovni. Originální verzi BIMS lze doporučit pro výzkumné použití v případech, kdy je cílem mezinárodní srovnávání. Námi navržená modifikovaná verze vyžaduje následné potvrzení v navazujících studiích, což je v příspěvku dále diskutováno, včetně možných aplikací pro výzkum. and Classroom management can be viewed as a system of strategies employed by a teacher to influence the social space of the classroom to foster an environment where learning can occur. Teachers' effective classroom management leads to high student achievement and contributes to teachers remaining in the profession. Two basic dimensions of classroom management can be distinguished: (a) behaviour management, which is directed at both preventing misbehaviour by setting rules and so on and reacting to misbehaviour; and (b) instructional management, which is aimed at well-planned lessons and includes aspects of classroom life such as establishing teaching goals, using instructional methods, and monitoring independent student work. These two dimensions of classroom management can be measured by 12 items on the Behavior and Instructional Management Scale (BIMS; Martin & Sass, 2010), the adaptation to Czech conditions of which we describe in this study. The longer 24-item Czech version of the BIMS (published by the BIMS authors as the basis for questionnaire development) was administered to 123 teachers in lower secondary schools in the city of Brno and its surroundings. Confirmatory factor analysis was conducted for the 12-item scale selected from the final version of the original English BIMS version. The two-factor model of behaviour and instructional management fitted to the data in approximately a similar degree as was the case for the authors of the original method. Exploratory factor analysis was conducted for the longer item set. The modified set of 12 items was suggested as a more suitable version for Czech conditions. For both instrument versions, the internal consistency was found to be of an acceptable level. The original version of the BIMS can be recommended for research purposes if the aim is an international comparison. The modified version suggested by us requires further validation in follow-up studies, as we discuss in this study along with further possible research applications.
This study examines quality of academic worklife in Czech public universities to assess the extent to which the global drive towards marketisation in higher education has affected Czech academic staff. A total of 2229 academics (men = 57.1%) completed a survey measuring their job satisfaction, job stress, and work environment perceptions. Findings revealed high levels of overall job satisfaction (83.6% satisfied with their jobs) and relatively low levels of stress (13.7% regularly stressed). Most academics reported positive features of their work environment including autonomy and quality, role clarity, influence over academic work, and a strong social community. Negative features included dissatisfaction with pay, poor leadership, and pressure to produce. Job satisfaction was significantly associated with traditional academic values (focus on quality, involvement in decision-making, commitment to the workplace, recognition), while stress was linked to market-related aspects (pressure to produce, quantitative work demands, job insecurity). The study highlighted relatively high levels of well-being among Czech faculty, which can be attributed to the continued prevalence of a traditional, professor-oriented academic system based on autonomy and collegiality. Despite recent market-oriented changes within Czech research policy, the negative effects of marketisation are not yet pronounced in the quality of academic worklife in public universities, except for the increasing pressure for productivity.
Obvykle bývá počátek dějin psychologie datován rokem 1879, ve kterém Wilhelm Wundt definitivně ustavil svou psychologickou laboratoř na univerzitě v Lipsku. Příspěvek se věnuje některým méně známým okolnostem vzniku a provozu první experimentální laboratoře ve světě psychologie. Nastíněn je také vliv práce Wilhelma Wundta na světovou a českou experimentální psychologii.
This article addresses the relationship between the work environment and the well-being of academic faculties in public Czech universities. It presents findings from a pilot study conducted at a Faculty of Arts at a major Czech university. The aims of the study were to describe the Faculty's work environment and to examine the impact of specific work environment variables on the well-being of academic employees. In total, 236 academics participated in the study. The results showed relatively high job satisfaction and high work engagement at all academic levels. The Faculty's organizational climate (measured using the Organizational Climate Measure; Patterson, Patterson, West, Shackleton, Dawson, Lawthom, Maitlis & Wallace, 2005) was defined by high autonomy and involvement in decision making, as well as relatively low pressure to produce. The Faculty's psychosocial work environment (measured using the Copenhagen Psychosocial Questionnaire II; Kristensen, Hannerz, Høgh & Borg, 2005) was defined by a strong social community and social support. Based on these findings, the authors suggest that the Faculty's work environment corresponds to the Humboldtian type of governance, defined by academic self-rule and a culture of collegiality, and they compare this type of governance with the market governance prevalent in Anglo-American contexts. The study contributes to the recent debates about national differences in academic governance by discussing how specific aspects of Humboldtian and market governance may contribute to well-being in academia.