This study investigates the impact of Q methodology on classroom teachers’ perspectives regarding child participation in primary schools. The right to participate grants children the opportunity to make, implement, and evaluate decisions within their environments. The research sample included 30 classroom teachers. Data were collected using the “Q Set Statements on Child Participation,” organized around three sub-themes: participation in school decisions, socio-cultural activities, and educational processes. Participants evaluated these statements and the data were analyzed using PQMethod 2.35. Factor and qualitative analyses revealed three distinct viewpoints among teachers: (1) Listening to Opinions, (2) Participating in Decisions, and (3) Sharing Power and Responsibility. Although all teachers expressed a positive attitude toward child participation, their perspectives varied in terms of the level of involvement they supported. Factor 1 reflected a minimal approach, focused solely on listening; Factor 2 supported both listening and including students in decisions; and Factor 3 embraced full participation, including shared responsibility. Notably, half of the participants aligned with Factor 2. Across all groups, teachers demonstrated a student-centered approach that rejected authoritarian classroom management. These findings suggest that teachers' views are consistent with the principles of the UN Convention on the Rights of the Child.
Tuğba Dönmez (Mon,) studied this question.