Abstrakt
The goal of the text is to establish whether the length of teachers' professional experience and teachers' age affect teachers' attitudes to the curricular reform and its implementation in the Czech Republic. This text relies on a secondary analysis of quantitative data.
The "age" variable was not statistically significant for either of the questions analyzed. The variable of length of professional experience was statistically significant only for three of the questions analyzed.
The general trend that can be observed for these three statements is, above all, that teachers with professional experience longer than 15 years are more pessimistic to reform. For the remaining seven variables under analysis, no significant association with the length of teachers' professional experience was observed.
In general, the effects of the variables of age and length of professional experience on teachers' attitudes to the curricular reform and its implementation are not as strong as they might be expected or as they are often suggested by teachers or the general public.