Teachers' beliefs of democratic educational practices: the case of Arab teachers in Israel
by Wajeeh Daher; Essa AlFahel; Abedulkarim Ayyoub
International Journal of Teaching and Case Studies (IJTCS), Vol. 9, No. 4, 2018

Abstract: It was the aim of the present study to examine teachers' beliefs about democracy in the classroom as a component of the classroom environment. This issue is especially important in the case of teachers who live in a traditional society such as the Arab teachers in Israel. The participants were 498 Arab teachers from the Triangle area in Israel. The research results indicated that the participating teachers' beliefs about democracy in the classroom were 'normal' but not 'good'. Furthermore, the results showed that those teachers' beliefs in democracy have significant relationship with their background variables. It is suggested that a clear educational policy should be developed for confronting failures of the educational system. In addition, those teachers would benefit from participating in democracy workshops that prepare them for more democratic practices in the classrooms.

Online publication date: Fri, 26-Oct-2018

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com