Teachers' Classroom Democratic Practices: Perceptions, Interpretations and Consequences

Autor/inn/en	Murtaza, Ammara; Akbar, Rafaqat Ali
Titel	Teachers' Classroom Democratic Practices: Perceptions, Interpretations and Consequences
Quelle	In: Bulletin of Education and Research, 41 (2019) 3, S.19-34 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Classroom Techniques; Student Attitudes; Public Schools; Foreign Countries; Gender Differences; Rural Urban Differences; Instructional Program Divisions; Middle School Students; Democratic Values; Teacher Student Relationship; Student Participation; Citizen Participation; Pakistan + Suchen Sie Ihr Suchwort? Klassenführung; Schülerverhalten; Public school; Öffentliche Schule; Ausland; Geschlechterkonflikt; Stadt-Land-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	School is a miniature society where learners interact with each other during classroom practices. Teachers provide opportunities to students for active participation to make them responsible for socialization. They exercise democratic practices in classrooms to modify students' democratic thoughts to meet social demands of democracy. Present research aims to find out elementary schools' students' perceptions regarding teachers' classroom democratic practices. Quantitative research approach based on positivist paradigm was followed through conducting survey. Sample comprised 3600 respondents: 1260 male and 2340 female students from 6th, 7th and 8th grades randomly selected from 120 public sector elementary schools from three zones of Punjab Province: Northern, Central and Southern. Self-developed questionnaire consisted of 19 statements mode of 5-point Likert type options was used for data collection. Validity of self-developed questionnaire was confirmed through experts' opinion and reliability was assured by calculating Cronbach's Alpha score; 0.86. Data were analyzed using SPSS by calculating independent sample ttest and one way ANOVA. Findings showed significant difference that male teachers were practicing more democratic practices as compared to female teachers; urban schools' teachers were practicing more democratic practices as compared to rural schools' teachers and teachers teaching to 8th grade were practicing more democratic practices as compared to the teachers teaching to 7th and 6th grades students. Research recommends that teachers need to exercise democratic practices during teaching learning process in classrooms to make students participatory to meet the demands of democratic society. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01