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

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Publikace nespadá pod Fakultu sportovních studií, ale pod Pedagogickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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VLČKOVÁ Kateřina MAREŠ Jan JEŽEK Stanislav

Rok publikování 2015
Druh Článek v odborném periodiku
Časopis / Zdroj Pedagogická orientace
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
www Full text PedOr
Doi http://dx.doi.org/10.5817/PedOr2015-6-798
Obor Pedagogika a školství
Klíčová slova Power bases; Teacher Power Use Scale; student teachers; lower secondary education; scale adaptation; confirmatory factor analysis
Přiložené soubory
Popis Power can be defined as an ability to influence opinions, values, and behaviour of others. The realisation of curricular aims is enabled by clearly established power relationships in classes. Newly qualified teachers often struggle with establishing power relationships. French and Raven’s influential typology of social power as a relational phenomenon distinguishes coercive, reward, legitimate, referent, and expert bases of teacher power. In our methodological study we adapted Teacher Power Use Scale – TPUS (Schrodt, Witt, & Turman, 2007) measuring these power bases. The adaptation focuses (instead of tertiary teachers, their students, and Anglo-Saxon context) on student teachers, lower secondary students, and reflects the Czech sociocultural context. The non-probability adaptation sample consists of 1686 students from 96 lower secondary classes taught by 96 student teachers on their long term practice. Our data basically support French and Raven’s theory and the original TPUS, except that the structure of student teacher power bases seems to be naturally simpler in the perception of lower secondary students. Above all, legitimate and coercive power bases were strongly inter-correlated, i.e. perceived by students as one factor; similar to teacher power bases structure in the Czech data.
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