Abstract
The article aims to discuss conditions of spatial organization of elementary schools in the Czech countryside and to validate whether there is any relation between the different types of rural schools and the diverse types of rural areas. Usually, rural schools are perceived in contrast to urban schools as a homogenous group of institutions with common characteristics - despite their diversity.
The article compares the typology of municipalities according to data about elementary schools with the typology of municipalities according to its societal and cultural characteristics. Based on three indicators describing main characteristics of the school network - the number of elementary schools in a municipality, their average utilization of the maximum reported capacity, the average extent of area serviced by the school - eleven types of municipalities were identified.
Statistically significant connections were shown between the two typologies. Rural schools thus should not be assessed as internally homogenous group of institutions with broadly common characteristics.
This is because problems that rural schools face during their existence reflect wider societal, cultural, and economic conditions of areas in which they are located.
