Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

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Educational Policy Analysis and Strategic Research 2018, Vol. 13(1) 92-112

Teachers’ Cognitive Constructs on Democratic Education in Schools: A Case Study 

Şenol Sezer & Ertuğ Can

pp. 92 - 112   |  DOI: https://doi.org/10.29329/epasr.2018.137.6

Publish Date: April 16, 2018  |   Number of Views: 1093  |  Number of Download: 2036

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Abstract

The purpose of this study is to determine the cognitive constructs of teachers on democratic education in schools. For this purpose, the study was modelled as a case study. The study group was 20 teachers and determined by using maximum variation sampling method. Data was collected via repertory grid technique and analysed using descriptive analysis. The participants produced 200 valid cognitive constructs related to the democratic education in school. The most frequently mentioned cognitive constructs were respectively: motivation increases, (2) confidence/self-confidence, (3) job satisfaction increases, (4) tolerance, (5) participative management, (6) employees feel precious, (7) organisational commitment, (8) new opinions, (9) human rights, and (10) freedom of ideas/impressions. The cognitive constructs were classified considering functionality and the similarity of them. As a result of classification, 14 main groups were determined according to the 200 valid cognitive constructs. Democratic participation should be encouraged by the school administrators. Besides, school society should display democratic attitudes for democratic education. In addition, the school administrators should appreciate students, teachers and parents in terms of success of school they manage.

Keywords: democratic education, cognitive construct, teacher, repertory grid

How to Cite this Article?

APA 7th edition
Sezer, S., & Can, E. (2018). Teachers’ Cognitive Constructs on Democratic Education in Schools: A Case Study . Educational Policy Analysis and Strategic Research, 13(1), 92-112. https://doi.org/10.29329/epasr.2018.137.6

Harvard
Sezer, S. and Can, E. (2018). Teachers’ Cognitive Constructs on Democratic Education in Schools: A Case Study . Educational Policy Analysis and Strategic Research, 13(1), pp. 92-112.

Chicago 16th edition
Sezer, Senol and Ertug Can (2018). "Teachers’ Cognitive Constructs on Democratic Education in Schools: A Case Study ". Educational Policy Analysis and Strategic Research 13 (1):92-112. https://doi.org/10.29329/epasr.2018.137.6

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