Developing Czech Teacherś Attitudes to Contemporary School Curricular Reform: Comparison

The paper focuses on the issue: To what extent have Czech teacherś attitudes to the school curricular reform changed between years of 2007 and 2015? The first part describes some of the most dominant documents as well as issues or aspects of educational change/s, initiated in 2001 by the key White Paper (National Programme for Education Development). The latter part specifies and compares two surveys (2007, 2015), including key methodological aspects as well as key empirical findings (main technique: questionnaire, SPSS, sample: secondary education teachers). Presented surveys monitor teacherś attitudes to selected aspects of the educational change. There are employed descriptive, analytical and comparative views. Teacherś attitudes are viewed as inner components of subjective evaluation substituting also key element of school culture. The surveys employ teacherś subjective evaluation representing the essence of Concerns Based Adoption Model (CBAM) that is used as a methodological context as well as a source of tools to measure stages of concern at the level of individual human beings. The paper provides an insight into the comparative view of teacherś attitudes at both stages of general implementation (2007) and reform modification (2015).