The essay is divided into two parts, in first part the theory of the category of effctivity is explained, and that on the base of the concept applied in economics, in the economics of education, and in psychology (1.1.). Further on the psychological concepts of effectivity in education are being enlightened. It is stated that the theoretical limitation of effectivity in education lies hitherto in the concept of the so called results effectivity (that is effectivity as a relation between the expanded expenses and the achieved results), but the theory of effectivity in the terms of the social utility, purposefulness, quality being elaborated unsufficiently.
The other part of the essay deals with concrete methods and approaches to empirical measuring the effectivity. Three types of researches are elaborated and described:
— Researches predicting the so called potential effectivity of certain components of educational processes.
— Researches evaluating the effectivity of educational processes on the base of the statements concerning the character of the educational processes, gained from the subjects of education (pupils, teachers), or from the competent observers.
— Reseaches measuring the effectivity of the educational processes from its product (cognitive and affective changes on the learner’s side).
The essay is leant against the author’s own researches concerning the realistic school instruction and the teaching-learning climate in Czechoslovak schools. (Průcha, 1987, a, b; 1988 a, b).