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This study examines elementary students’ perceptions of teachers’ classroom democratic practices and evaluates related differences across gender, urban-rural location, and grade level. A quantitative survey using a 19-item five-point Likert questionnaire (n=3600) was analyzed with SPSS using independent-samples t-tests and one-way ANOVA, supported by validity checks and Cronbach’s alpha reliability of .86.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-classroom-democratic-practices-perceptions-interpretations-and-consequences/596037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-classroom-democratic-practices-perceptions-interpretations-and-consequences/596037.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of this research on classroom democratic practices?","Question",{"text":112,"@type":113},"The research aims to explore elementary students’ perceptions regarding teachers’ democratic practices in classrooms, including how teachers’ practices relate to broader democratic demands.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed in the study?",{"text":117,"@type":113},"Data were gathered through a self-developed 19-statement questionnaire using 5-point Likert options. Results were analyzed in SPSS using independent-samples t-tests and one-way ANOVA, with reliability supported by Cronbach’s alpha (.86).",{"name":119,"@type":110,"acceptedAnswer":120},"Which groups showed significant differences in democratic practices?",{"text":121,"@type":113},"Findings indicate male teachers practice more democratic practices than female teachers, urban teachers more than rural teachers, and teachers of 8th grade students more than teachers of 7th and 6th grades.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596037,1792160755,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teachers’ Classroom Democratic Practices: Perceptions, Interpretations and Consequences  \nAmmara Murtaza * and Rafaqat Ali Akbar**  \nAbstract  \nSchool 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.  \nKeywords: Democratic practices, explanatory practices, participatory practices, elementary level  \n* Ph.D Scholar, Institute of Education and Research, University of the Punjab, Lahore.  \nEmail: [ammara.murtaza14@gmail.com](ammara.murtaza14@gmail.com)  \n** Professor, Institute of Education and Research, University of the Punjab, Lahore Email: [rafaqat.ier@pu.edu.pk](rafaqat.ier@pu.edu.pk)  \nIntroduction  \nDemocratic society demands active, participatory, critical thinker and problem solver citizens with strong sense of justice (Kubow & Kinney, 2000; Perliger, Canetti-Nisim, & Pedahzur, 2006) . Education develops participatory skills and competencies in individuals to meet demands of democratic society (Rowland, 2003) . Education is an integral part of social, cultural and political framework with essential components of democracy; human rights, freedom, equality, and justice. Educational industries bear responsibilities to produce such dynamic and participative individuals for the society through democratic education with practices (Thornberg, 2010; Vinterek, 2010) . Democratic education challenges conventional thinking and produces independent, analytical, reflective and questioning citizens through teaching principles and practices of democratic values (Sari, Sari, & Ötünc, 2008) . Democratic values as equality, freedom of expression, respect for life, justice, cooperation, goodness, patience, responsibility, peace, searching for effectiveness and respect for diversity (Rowland, 2003) . Democratic values are learnt through experiencing and practicing them in personal and social lives of individuals which are taught in the name of democracy (Hashimoto & Fukuda, 2011; Louis, 2003) .  \nSchools play vital role in maintaining structured and formal educational programs. They provide platforms for teaching individual’s rights and responsibilities for practicing democratic values inside and outside the classroom environment (Davies, Williams, Ymashita, & KoMan, 2006; Fielding, 2007; Knight, 2001; Thornberg & Elvstrand, 2012; White, Van Scotter, Hartoonian, & Davis, 2007) . Studies reported th","cbCaij7FInmyf2pJ","https://ap.wps.com/l/cbCaij7FInmyf2pJ","pdf",197093,16,"English","# Abstract\n# Introduction","[{\"question\":\"What is the aim of this research on classroom democratic practices?\",\"answer\":\"The research aims to explore elementary students’ perceptions regarding teachers’ democratic practices in classrooms, including how teachers’ practices relate to broader democratic demands.\"},{\"question\":\"How was data collected and analyzed in the study?\",\"answer\":\"Data were gathered through a self-developed 19-statement questionnaire using 5-point Likert options. Results were analyzed in SPSS using independent-samples t-tests and one-way ANOVA, with reliability supported by Cronbach’s alpha (.86).\"},{\"question\":\"Which groups showed significant differences in democratic practices?\",\"answer\":\"Findings indicate male teachers practice more democratic practices than female teachers, urban teachers more than rural teachers, and teachers of 8th grade students more than teachers of 7th and 6th grades.\"}]","Teachers’ Classroom Democratic Practices: Perceptions, Interpretations and Consequences | PDF",1792082320]