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SUBJECTIVE ASSESSMENT OF THE ACTUAL PERFORMANCE DIFFICULTY OF SELECTED PROFESSIONAL ACTIVITIES BY A KINDERGARTEN TEACHER
Abstract
Since the 2016/2017 school year, the Czech system of education has undergone certain changes. One of them is common education of all children within mainstream education at all school levels, including kindergarten, except for children with the severest physical or mental handicaps. Further changes include compulsory kindergarten attendance in the last year before compulsory school attendance commencement, the right of two-year-olds to attend kindergarten, and employment of nannies in kindergartens. These are major objective changes that will reflect in many areas of the professional work of kindergarten teachers, including the complexity of their professional activity. The question is: Is the subjective assessment of the complexity of performance of certain selected professional activities by kindergarten teachers after the changes implemented in preschool education different from assessment of complexity of the same activities before the changes were implemented? The used data collection method was based on the research instrument Concept of types of professional activities actually implemented by a kindergarten teacher, applied for research before the preschool education change implementation. The subjective assessment of the complexity of implementation of certain types of professional activity was done by the teachers through selection of a complexity level: 1)very difficult, 2) with difficulty, 3) without difficulty and its allocation to theparticular activity types. The group of 160 respondents used for the research before the change implementation was again used for the research of the situation after the change. The assumption was that the responses from the period after the preschool education change implementation would more often include answers of the category with difficulty or very difficult. Data acquisition was explanatory, the subsequent statistical processing of the data was quantitative, based on a paired t-test. The hypothesis was thus confirmed. All subgroups of the professional activities: direct pedagogical activity, professional child care, supervision, assurance of safety and health protection, and their selected types, were assessed by a higher level of difficulty than before the changes in the preschool education system.
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References7
Act No. 561/2004 Coll., of 24 September 2004, on preschool, primary, secondary, higher vocational and other education as in effect from 1 January 2017 to 31 August 2017, Section 2(1)b.
Act No. 561/2004 Coll., of 24 September 2004, on preschool, primary, secondary, higher vocational and other education as in effect from 1 January 2017 to 31 August 2017, Section 34(1).
Act No. 561/2004 Coll., of 24 September 2004, on preschool, primary, secondary, higher vocational and other education as in effect from 1 January 2017 to 31 August 2017, Section 34(3).
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