Investigation of Classroom Teachers' In-Class Democratic Behaviors

In this study, it was aimed to determine the factors affecting classroom teachers' democratic behaviors in the classroom. Due to the pandemic, classroom teachers working in various regions of Turkey, working in public schools, who volunteered to participate in the study were reached via Google form. In this survey study, the “Teachers' Democratic Behaviors in Classroom Scale” developed by Kesici (2017) was used. In addition, an open-ended question was asked at the end of the questionnaire to determine the factors affecting democratic behaviors in the classroom. The data were analyzed through parametric tests. In the analysis of the open-ended question, frequency analysis, one of the content analysis methods, was applied and 10 sub-themes were formed from the most emphasized factors. In the light of the information obtained, it was determined that classroom teachers had very high scores regarding their perceptions of democratic behavior in the classroom. In addition, it was determined that these perceptions of classroom teachers did not differ significantly according to gender, graduated faculty and years of service. The factors affecting teachers' democratic behaviors in the classroom are, from the most emphasized to the least emphasized, “Teacher's Personality, Student-Related Factors, Teacher's Professional Competence, Teacher's Democracy Consciousness, Environmental Factors, Value Given to Students, Education System and Physical Conditions, Teacher's Personal Difficulties, Teacher Characteristics and Past Experiences, Classroom Atmosphere”.