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

VLČKOVÁ, Kateřina, Jan MAREŠ and Stanislav JEŽEK. Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers. Pedagogická orientace. Brno: Česká pedagogická společnost, 2015, vol. 25, No 6, p. 798-821. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2015-6-798.

Basic information

• Original name: Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
• Name in Czech: Adaptace Teacher Power Use Scale na žáky nižšího sekundárního vzdělávání a studenty učitelství
• Name (in English): Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
• Authors: VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution), Jan MAREŠ (203 Czech Republic, belonging to the institution) and Stanislav JEŽEK (203 Czech Republic, belonging to the institution).
• Edition: Pedagogická orientace, Brno, Česká pedagogická společnost, 2015, 1211-4669.

Other information

• Original language: Czech
• Type of outcome: Article in a journal
• Field of Study: 50300 5.3 Education
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: Full text PedOr
• RIV identification code: RIV/00216224:14410/15:00081539
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.5817/PedOr2015-6-798
• Keywords (in Czech): báze moci; studenti učitelství; TPUS; adaptace nástroje; konfirmativní faktorová analýza
• Keywords in English: Power bases; Teacher Power Use Scale; student teachers; lower secondary education; scale adaptation; confirmatory factor analysis
• Tags: Reviewed

Abstract

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.

Abstract (in English)

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.

Links

• GA13-24456S, research and development project: Name: Moc ve školních třídách studentů učitelství

Investor: Czech Science Foundation, Power in the classes taught by student teachers