Abstract:

The paper presents partial results of the University of South Bohemia project The Readiness of Students and Fresh Graduates from the Faculty of Education, University of South Bohemia to Solve Educational Problems. These results relate to the research goal of determining how the psychosocial climate in classes at lower-secondary school influences selected factors such as the pupils' achievements, drop-out or arrival of pupils into the class, changes and specifics of the teachers teaching in the class. Due to the chosen issue and the set objectives, mixed research was carried out, using such research methods as observation, interview, and analysis of school documents, pupils' products and questionnaire survey (Czech version of the MCI questionnaire). The research was carried out in the school year 2016/2017 and in the following school year 2017/2018. The research sample consisted of 67 pupils from three sixth (then seventh) grades of lower-secondary school. A situation where a large number of pupils from neighboring villages arrive to lower secondary school and the structure of existing class teams is changed. The specificity of the school is also the formal creation of one, the so-called sports class, and the difference in the quality of relationships is observed and compared with the two remaining classes. Through the observation, interviews with pupils and teachers, and the analysis of school documents, it was confirmed that the classes differed significantly not only in pupils' achievements and behavior, but also in the approaches and methods chosen by teachers to teach in different classes. By re-measuring the classroom psychosocial climate by the MCI questionnaire, it is currently being observed how this variance affects variables such as satisfaction, disagreement, competitiveness, difficulty and consistency across classes.

Keywords:

School class, classroom climate, teacher, pupils, achievement.