The work solves the problems of evaluating the teacher, investigates the contemporary functions and positions of educationalists in our society on the base of an analysis of the literature of arts. An important problem of the contemporary pedagogical theory and practice is seen in learning about the system of values of our teachers and about the means influencing them; thus we get the concept of the value and its evaluation. The system of values of a worker forms an unseparable compound of his or her working abilities which is especially true so far a teacher is concerned. For a teacher’s work certain criteria and norms are inevitable for the evaluation. The author has chosen the Czech and Slovak literatures of arts as the source of information about the teachers’ evaluation. Evaluating moments in the literature of arts were compared with the demands of the society in the way they were formulated in the vocational literature, in scientific works dealing with the teacher, and in the state normative documents.
In this connection the literature of art is a specific reflex of the objective reality. Through the qualitative and quantitative analyses, on the base of the systenn approach, quotations from works of literature were classified, and that according to a structural construction of teachers’ evaluation criteria. This construction ains at those criteria which estimate the values orientation of a teacher, his or her personal factors and his or her elementary activities. The quotations were also classified with the respect to what is being evaluates and who evaluates the teacher and his profession.
The results of the analyses carried out showed a number of problematic aspects. In the whole set of quotations negative moments prevail over the positive ones. The quotations directed to the values orientation criteria revealed a very positive attitude of the teachers to their pupils, to the subjects they teach, to their profession. A great number of negative evaluations appeared, in the area of revealing the teacher’s relation to the colleagues, to the managing workers in education. Also the laws of teacher-pupil relations are revealed here, that is the deter mining relations in the educational process.
In the group of quotations which relate to the criteria evaluating the personal factors of a teacher the positive judgements prevail.
In the last group elementary teachers’ activities are revealed on a large scale. Here the negative moments prevail. The results have shown a discrepancy between the evaluating judgements contained in our literature of arts and the norms concerning the work of a teacher which are official. The quotations demonstrate a hierrarchy of values of a broad public when evaluating a teacher. The teacher’s personality is atill grasped traditionally in our society, the evaluation being loaded wit ideals of the past The literature of art reflexes those old ideals and evaluates the teacher according to out-of-date criteria. This pushes the status of a teacher’s profession and of his or her prestige backwards. In this connection the author partly specifies the role of the teacher in the socialist society, points at the change in the teacher’s roles in a follow-up of social changes and changes in the educational process. The analysis of the quotations from the literature of arts, compared to official requirements, has shown that the literature of art as a representative of public opinions and meaning about the teach er is delayed compared tot the contemporary requirements concerning the teacher.
The discrepancies show that it is necessary to elaborate a base for the socialist evaluating the contemporary teacher in the minds of our people. In this connection the literature of art can play an important role.