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Czech teachers’ beliefs and their students’ educational outcomes: Evidence from the Czech Republic in light of international education research
Type
conference contribution
Date Issued
2016-06-30
Author(s)
Abstract
The Czech education system tends to be rather selective and exhibits a relatively high level of educational inequality in international comparison – especially when it comes to students from disadvantaged backgrounds. An estimated 30% of Roma children are educated in schools designed for pupils with mild mental disabilities, compared to 2% of their non-Roma counterparts, for example (e.g. Amnesty International, 2015; European Commission, 2014; Ivatts, Cada, Felcmanová, Greger & Straková, 2015). Attempts to integrate Roma children and other disadvantaged student groups into mainstream education face a strong opposition from Czech compulsory school teachers.
This study investigates whether Czech teachers’ beliefs differ from the beliefs of their foreign colleagues and whether Czech teachers’ beliefs can explain differences in their students’ educational outcomes – especially when it comes to students from disadvantaged backgrounds.
Educational effectiveness research shows that teachers’ beliefs filter their perceptions of teaching situations and influence teachers’ interactions with their students (Hattie, 2012; König, 2012; Reusser & Pauli, 2014; Reynolds et al., 2015). A teacher’s interpersonal relationship styles, supportiveness, and mindset with regard to all students’ abilities to succeed were found to be predictive of students’ engagement in school, learning motivation, and academic achievement, as well as positive social development, and can “turn a child’s life from risk to resilience” (Benard, 2004).
Academic optimism seems to be a powerful concept in explaining teachers’ beliefs towards their students. Academic optimism refers to teachers’ sense of efficacy, trust in students and parents, and emphasis on academic achievement (Boonen, Pinxten, Van Damme & Onghena, 2014; Straková & Simonová, 2016). The concept is rooted in positive psychology focusing on potential rather than pathology (Pajares, 2001) and thus, emphasises the potential of schools and teachers to overcome the power of socioeconomic factors that impair students’ educational outcomes (Hoy, Tarter & Woolfolk Hoy, 2006a, 2006b; Woolfolk Hoy, Hoy & Kurz, 2008).
This paper researches the concept of academic optimism based on empirical data collected in Czech basic schools in TIMSS 2011, TALIS 2013 and in the national survey Kalibro carried out in January 2016. Descriptive data are used to compare the beliefs of Czech teachers internationally. Hierarchical linear modeling techniques are applied to explain students’ educational outcomes against the academic optimism of their teachers. The results are discussed in the context of current political developments and compared with empirical studies with the participation of Switzerland and Germany – countries with similar educational traditions and experiences with regard to educating an increasingly diverse student body (Kunter et al., 2013; Tatto et al., 2012; Terhart, Bennewitz & Rothland, 2014).
Preliminary results indicate that the academic optimism of Czech compulsory school teachers is low compared to other countries. Academic optimism does not change with school composition and seems to be rather characteristic of the teaching body independent of the students taught. We are currently analysing the relationship between academic optimism and the educational outcomes of disadvantaged students versus students without any disadvantage. Stronger relationship between teacher beliefs and student outcomes are expected in the former case.
This study investigates whether Czech teachers’ beliefs differ from the beliefs of their foreign colleagues and whether Czech teachers’ beliefs can explain differences in their students’ educational outcomes – especially when it comes to students from disadvantaged backgrounds.
Educational effectiveness research shows that teachers’ beliefs filter their perceptions of teaching situations and influence teachers’ interactions with their students (Hattie, 2012; König, 2012; Reusser & Pauli, 2014; Reynolds et al., 2015). A teacher’s interpersonal relationship styles, supportiveness, and mindset with regard to all students’ abilities to succeed were found to be predictive of students’ engagement in school, learning motivation, and academic achievement, as well as positive social development, and can “turn a child’s life from risk to resilience” (Benard, 2004).
Academic optimism seems to be a powerful concept in explaining teachers’ beliefs towards their students. Academic optimism refers to teachers’ sense of efficacy, trust in students and parents, and emphasis on academic achievement (Boonen, Pinxten, Van Damme & Onghena, 2014; Straková & Simonová, 2016). The concept is rooted in positive psychology focusing on potential rather than pathology (Pajares, 2001) and thus, emphasises the potential of schools and teachers to overcome the power of socioeconomic factors that impair students’ educational outcomes (Hoy, Tarter & Woolfolk Hoy, 2006a, 2006b; Woolfolk Hoy, Hoy & Kurz, 2008).
This paper researches the concept of academic optimism based on empirical data collected in Czech basic schools in TIMSS 2011, TALIS 2013 and in the national survey Kalibro carried out in January 2016. Descriptive data are used to compare the beliefs of Czech teachers internationally. Hierarchical linear modeling techniques are applied to explain students’ educational outcomes against the academic optimism of their teachers. The results are discussed in the context of current political developments and compared with empirical studies with the participation of Switzerland and Germany – countries with similar educational traditions and experiences with regard to educating an increasingly diverse student body (Kunter et al., 2013; Tatto et al., 2012; Terhart, Bennewitz & Rothland, 2014).
Preliminary results indicate that the academic optimism of Czech compulsory school teachers is low compared to other countries. Academic optimism does not change with school composition and seems to be rather characteristic of the teaching body independent of the students taught. We are currently analysing the relationship between academic optimism and the educational outcomes of disadvantaged students versus students without any disadvantage. Stronger relationship between teacher beliefs and student outcomes are expected in the former case.
Language
English
HSG Classification
contribution to education
Event Title
Annual Conference of the Swiss Society for Research in Education (SSRE) 2016
Event Location
Lausanne, Switzerland
Event Date
29.06.–01.07.2016
Subject(s)
Division(s)
Contact Email Address
sabine.hoidn@unisg.ch
Eprints ID
249111