Abstract
The research questions are posed as follows: Have the parameters of the quality of physics teaching changed after eight years? In what way do the teachers perceive these parameters, their (un)successful implementation in their teaching, and their possible changes over time? The research revealed that the parameters of the quality of physics teaching of these selected teachers changed very little over the period of eight years. Also, the curricular reform taking place in the Czech Republic in this period has probably not influenced teaching quality changes.
It seems that teachers are aware of the influence of various stakeholders of the teaching process, including those who are not directly present in lessons (e.g. school management, parents). This research shows that it is reasonable to look at the teaching quality from a wider perspective.