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; .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.
Ammara Murtaza, Rafaqat Ali Akbar. (2019) Teachers’ Classroom Democratic Practices: Perceptions, Interpretations and Consequences, Bulletin of Education & Research, Volume 41, Issue 3.
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