| Description |
Power can be defined as the ability to influence opinions, values, and behavior of a person or a group of persons (McCroskey, 2006) and as such it has been a traditional topic in social sciences (for example Simmel, 1896; Weber, 1922; Foucault, 1975) and also in educational sciences. Through questionnaire we collect information regarding a) how pupils perceive the power of teachers, b) how pupils and teachers perceive the power of pupils, c) how teachers perceive their own power. Adapted Teacher Power Use Scale (TPUS) by Schrodt, Witt, and Turman (2007) will be used for measuring the perceived power. The scale is based on French and Raven s (1960) traditional typology of relational power which distinguishes power in relation to a principle which it is based on (i.e., coercive, reward, legitimate, referent, and expert). TPUS consists of 30 items and uses a 7-point Likert scale. The Czech adaptation of TPUS includes re-designing the instrument for lower secondary pupils and teachers, and for the Czech conditions. The pilot study shows that a cultural and linguistic adaptation to the Czech conditions is necessary. Therefore the adaptation includes independent parallel translations, multiple cultural and linguistic adaptation, multiple expert reviews, and cognitive interviews with respondents. For ensuring the instrument equivalence validity and reliability will be applied: confirmatory factor analysis, item analysis and estimation of scales reliability. Validity of the 5 self-report scales as instruments measuring the concept of power bases, other possibilities of power measurement and the possibilities of triangulation will be discussed (this paper is a part of research project which also includes observations, field notes, diaries and interviews). The convenient research sample consists of Czech lower secondary novice and expert teachers (approximately 60), their classes (60) and pupils (around 1400). The data collection was in March - June 2013.
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