Educational Policy Analysis and Strategic Research, V 13,N 1, 2018
© 2018 INASED
Ordu University, Ordu
Kırklareli University, Kırklareli
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. Repertory grid technique was used to collect data. Data were analyzed using descriptive analysis technique. The participants produced 200 valid cognitive constructs related to the democratic education in school. The most frequently mentioned cognitive constructs were respectively: (1) 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.
1 This study is an extended form of the paper presented at the 9th International Congress of Educational Research held in Ordu in Ordu University on May 11–14, 2017.
i Şenol Sezer is a faculty member at Ordu University, Education Faculty, Educational Sciences Department, Turkey.
iiErtuğ Can is a faculty member at Kırklareli University, Faculty of Art and Sciences, Educational Sciences Department, Turkey.