Predisposition of Teachers in Turkey for Democratic School as An Alternative School Type

Abstract

This research aims to uncover the perceptions of classroom teachers regarding the concept of 'democratic schools,' which have emerged as an alternative to traditional educational institutions. To achieve this objective, researchers developed a semi-structured interview form. Insights were gathered from 20 classroom teachers working in public primary schools in four districts affiliated with Izmir Province, selected through maximum diversity sampling method. Data were analyzed using content analysis techniques. The primary findings obtained are as follows: The characteristics of stakeholders associated with the democratic school in teachers' minds are largely consistent with the features found in existing democratic schools. 'Love and respect,' 'equality and justice,' and 'honesty' are the predominant values delineated by teachers in their conceptualization of the democratic school. Participants believe that decision-making in the school entails equal voting rights for everyone, and each individual is responsible for the decisions made. Most teachers envisage democratic schools as being rich in classroom materials and equipment. Participants envision a classroom climate in a democratic school as 'peaceful and joyful,' characterized by 'mutual respect among individuals.' More than half of the teachers conceptualize that there are no examinations or assessments in the envisioned democratic school, while some imagine the implementation of multiple assessments. In the minds of participating teachers, decisions concerning student graduation or progression to the next grade in the democratic school are determined by the teacher, contingent upon specific conditions being met. In managing discipline within the democratic school as perceived by participating teachers, methods such as 'establishing communication and collaboration,' 'applying problem-solving strategies,' and 'focusing on the student' are employed. Despite the lack of experience in working within democratic schools and the majority's limited knowledge about them, teachers demonstrated a considerable inclination towards the concept of the democratic school in various aspects based on these findings.