Developing a democratic classroom climate community : Teachers perceptions on building a community in their classroom through democratic climate

This study investigates teachers’ perceptions on the influencing factors of a democratic classroom community. The study also explores the effect of outdoor education. The current study aims to investigate teachers' perceptions of how they develop a democratic classroom community and what factors impact this development. Teachers’ interviews were analyzed according to the method of Grounded theory that led to the generation of a theory. Findings suggest that these factors can be practices that teachers use inside the classroom but also external factors that support or undermine the democratic climate. More specifically, the study found 4 main categories impacting the classroom community and 18 subcategories. These categories are democratic practices teachers use inside their classroom (child centered approach, outdoor experiential learning, students' councils, supportive environment and supportive environment outdoors). Strengthening factors, external factors that influence the democratic climate (teachers' egalitarian beliefs, schools' alternative philosophy, teachers' collaboration, parents' inclusion) positively, undermining factors, external components that influence the democratic climate negatively (teachers' negative psychological state, stressful working environment, lack of time, competition and teacher-parent non-effective communication). Lastly, the fourth category, community impact, consists of some positive outcomes in a democratic classroom community (children's feelings, children's feelings from being outdoors, student’s relationships, and student’s relationships outdoors). Limitations of the study and further implications are also provided.