The Effect of Teachers’ Democratic Attitude on Intermediate EFL

Learner’s Speaking Proficiency

Introduction

The education system holds a pivotal role in shaping fundamental human qualities. In contemporary

society, educational institutions serve not only as vehicles for information dissemination but also as

crucibles for nurturing democratic values, which are imperative for individuals' future lives. The profound

responsibility for fostering this democratic ethos squarely rests on the shoulders of educators, who stand

as the most influential stakeholders in the educational process. This article delves into the profound

impact of teachers' democratic behavior on the proficiency of intermediate English as a Foreign Language

(EFL) learners, particularly in the domain of speaking skills.Employing quantitative research methods, the

study administers the Oxford Preliminary English Test (PET) to two distinct groups: an experimental cohort

and a control cohort, both comprising 60 female intermediate students. The findings unequivocally

demonstrate that the experimental group, exposed to the teacher's democratic pedagogy, exhibits

marked improvements in fluency within their speaking skills. The purpose of our education system

extends beyond mere knowledge transfer. It transcends to the cultivation of democratic ideals, which are

fundamental for the progression of individuals within our modern, interconnected world. In this quest,

educational institutions play a pivotal role, and at the heart of this transformative journey stand our

educators—teachers, who wield unparalleled influence over their students' development. Our study

embarks on a journey to explore a crucial facet of education—the impact of teachers' democratic conduct

on the speaking skills of intermediate English as a Foreign Language (EFL) learners. In an age where global

communication has become paramount, proficiency in spoken English is a coveted skill. This research

employs rigorous qualitative research methods and employs the Oxford Preliminary English Test (PET) as a

measuring tool. This examination involves two distinct groups: an experimental group and a control group,

both comprising 60 female intermediate students. The central premise hinges on the teaching approach—

specifically, the integration of democratic values into pedagogy. The outcomes unequivocally underscore

the importance of this approach, as the experimental group, immersed in a democratic educational

1
environment, exhibits significant strides in their speaking fluency. In essence, this study advocates for the

integration of democratic principles within the educational framework. It asserts that pedagogical

institutions must align themselves with democratic education models, emphasizing the rights and

responsibilities of citizens within a democratic society, as enshrined in the Declaration of Human Rights.

Schools, as microcosms of our society, hold the potential to nurture individuals who possess academic

acumen, essential skills, and a socially adept, emotionally resilient persona, capable of harmonious

integration into society. Democratic education, the cornerstone of this transformative process, entrusts

educators with a profound duty. Drawing from a humanistic approach, teachers should exemplify

empathy, cultivate a friendly rapport with students, eschew judgmental attitudes, and consistently exhibit

democratic behavior, facilitated through comprehensive training in human relations. A democratic

educator, in essence, embodies a firm belief in the rule of law, equality for all individuals, and the

preservation of fundamental rights and freedoms, thereby shaping the citizens of tomorrow.

Review Literature

Democracy, derived from the ancient Greek words "Demos" (public) and "Kratos" (power) (Şentürk &

Oyman, 2014), signifies a form of governance in which the decisions and desires of the people themselves

wield authority (Şentürk & Oyman, 2014). Initially, democracy found its roots in the political sphere (Polat,

2010). Over time, its definition has evolved to encompass a richer concept, reflecting a model of behavior

and attitude (Polat, 2010). Abraham Lincoln succinctly encapsulated this contemporary conception with

the phrase "Government of the people, by the people, for the people," emphasizing that democracy

means people governing themselves (Yung, 2010).

Beyond governance, democracy is also about non-citizens collaborating for the collective good

(McDermott & Lanahan, 2012). In the context of education, democratic practices are seen as a vital means

to instill values such as democracy, tolerance, and responsibility in our society (Mathews et al., 2013). The

shift from autocratic to democratic educational approaches has garnered considerable attention in the

literature. John Dewey championed the notion of democratic schools, asserting that democracy is best

learned through practice within the school environment (Thornberg, 2010).

2
According to the Association for Supervision and Curriculum Development (ASCD) (2018), democratic

education hinges on four pillars: freedom, discussion, involvement, and equality. These factors are

instrumental in nurturing students as active, participatory democratic individuals, aligning with Dewey's

educational philosophy (Collins et al., 2019). A democratic ideology, rooted in collaboration and teacher

involvement across all aspects of professional practice, emphasizes values such as equality and social

justice (Ní Chróinín et al., 2012). Educational institutions and systems are tasked with enhancing critical

thinking, fostering a culture of democratic living, and nurturing attitudes and values that promote

democratic citizenship (Duman, 2010).

The self-determination perspective posits three fundamental psychological needs: autonomy, relatedness,

and competence. When these needs are met, individuals develop in an integrated manner. The

democratic teaching style, which encourages students to strive and offers personal warmth, aligns with

these psychological needs (Ng, 2002). In the workplace, democratic leadership involves team members in

decision-making, motivating them beyond financial rewards (Bhatti et al., 2012). While the relationship

between decision-making and social and political participation requires further exploration, studies

indicate that a participatory and democratic school culture significantly influences the building blocks of

social responsibility (Koliba & Berman, 2000).

In an inclusive learning environment, each student is acknowledged, valued, and respected, fostering a

sense of belonging and participation (Sanahuja et al., 2020). Teaching methods founded on democratic

and cooperative principles contribute to reducing interethnic conflicts and promoting cross-cultural

friendships (Mncube & Harber, 2010). Cooperative learning encourages negotiation and conflict

resolution, as students actively listen to and consider each other's perspectives, thus enhancing their

responsiveness to diversity and differences (Ferguson-Patrick, 2012).

Democratic education promises more meaningful learning by granting students the freedom to pursue

their interests, reducing alienation, and enhancing retention, critical reflection, and analysis (Morrison,

2008). Fostering a spirit of "WE CAN DO IT" forms a pivotal aspect of democratic competency, achieved

through constant engagement in diverse activities, promoting idea structuring and restructuring (Puneet,

2020). Teachers, with their teaching methodologies, play a crucial role in cultivating awareness of global

citizenship and a values-driven life (Damrongpanit, 2022). Hence, teachers adopting a democratic
3
classroom management approach lay the foundation for an egalitarian educational atmosphere,

acknowledging each student's equality, valuing their opinions, and listening to them without judgment

(Turabik & Gün, 2016).

Methodology

This study adopted a flexible quantitative design and employed a multi-methods approach to examine the

impact of teacher democracy on the speaking performance of learners. Data collection encompassed

various methods, including classroom observation, staff meetings, and questionnaires.

Methodology

Research Design: This study employs a qualitative research design with a pretest-posttest structure to

investigate the influence of teachers' democratic attitudes on the speaking proficiency of intermediate

English as a Foreign Language (EFL) learners.

Participants: Participants were conveniently assigned to two groups: an experimental group exposed to a

democratic teaching approach and a control group taught using traditional teacher-centered methods.

Variables: The independent variable in this study is the teacher's democratic attitude, while the

dependent variable is the learners' speaking skill proficiency.

Data Collection: Data collection methods included the administration of a pretest and posttest, classroom

observation, staff meetings, and questionnaires.

Pretest and Posttest: To ensure participant homogeneity, a battery of assessments was conducted on 90

students, including the Oxford Preliminary English Test (PET), Levene's test, and descriptive and inferential

analysis, with histogram graphs. Following these assessments, 60 homogenized subjects were selected,

and due to calculation complexity, they were divided into two groups, each consisting of 30 subjects: the

experimental and control groups.

Data Analysis: To assess data normality and evaluate each hypothesis, a one-sample t-test (parametric

statistic) was used after checking the normality of data through the Kolmogorov-Smirnov and Shapiro-Wilk

tests. This procedure was applied both for pretest and posttest data.

Classroom Observation: Observation data were collected over 18 sessions, examining various aspects of

the classroom environment, including class climate, teacher-student interactions, and students' feelings.
4
Statistical Analysis: The Mann-Whitney U test, a non-parametric statistical analysis, was employed to

compare the mean scores between the experimental and control groups, as the observation data did not

meet normality assumptions.

Results: The analysis provided evidence for the study's hypotheses, demonstrating the impact of teacher

democracy on learners' speaking proficiency.

Discussion of the Findings

The utilization of parametric independent t-tests in analyzing the study's data necessitates the
satisfaction of certain prerequisites, one of which is that the scores obtained by participants in both
groups adhere to the condition of normality. In essence, the condition of normality implies that the
significance value should exceed 0.05. A violation of this condition would necessitate the use of a
nonparametric test, such as the Wilcoxon Test. It is commonly acknowledged that parametric tests
offer greater validity compared to nonparametric counterparts.
In this study, the results of the Shapiro-Wilk Test of Normality for participants' scores in the
pretest yielded significance values above 0.05, indicating homogeneity among subjects.
Additionally, the outcomes of the t-test applied to both experimental and control groups revealed
significance values below 0.05, signifying a significant difference in learners' responses between
the pretest and posttest phases after the treatment was administered.
These findings shed light on the substantial benefits experienced by the experimental group,
guided by a teacher who fostered a democratic classroom environment. The teacher's democratic
attitude appeared to serve as a valuable instructional tool in enhancing the speaking proficiency of
EFL learners. It is noteworthy that these outcomes were not embraced by the autocratic teacher,
who held the belief that introducing democracy in schools and allowing students to exercise their
democratic rights would result in anarchy and chaos. In stark contrast, the democratic teacher
endorsed the view that through democratic teaching practices, a harmonious and productive
classroom atmosphere could be cultivated.
Indeed, the essence of democratic teaching lies in listening to students' voices and valuing their
perspectives. Such an approach can serve to motivate students to actively engage in the educational
process. It is an acknowledgment that students may possess insights and viewpoints that are of
genuine value, thereby promoting mutual learning. Furthermore, by actively listening to students,
educators can gain insight into their challenges and offer support. This engagement nurtures self-
discipline and encourages students to assume responsibilities willingly.
Ultimately, the integration of democratic principles in the classroom empowers students, ensuring
that their voices are not just heard but also heeded. It fosters an environment where both teachers
and students can find happiness in the educational journey, forging a path towards productive and
harmonious learning. Through these democratic practices, teachers not only impart knowledge but
also instill moral values and life skills, enabling students to become well-rounded individuals
equipped to tackle the challenges of an ever-evolving world.
In conclusion, the findings affirm the efficacy of teacher democracy as an instrumental tool in
enhancing learners' speaking proficiency, emphasizing the transformative potential of democratic
teaching practices in the modern educational landscape.

Conclusion
5
This research underscores the significance of child-centered learning and endeavors to inspire educators

to place the child at the heart of the learning process through a plethora of engaging activities designed to

achieve lesson objectives. While teachers frequently mention child-centered teaching methods in their

pedagogical discourse, the actual implementation of such methods in their lessons often falls short.

International studies in the realm of democratic education furnish compelling empirical evidence that

attentive listening to students, encouragement of active participation, and granting them greater

autonomy and responsibility not only enhance their learning proficiency but also bolster school

effectiveness and catalyze school improvement.

Despite this wealth of evidence, the integration of these principles into pedagogical practice remains

somewhat lacking. Hence, it becomes evident that a teacher's democratic disposition occupies a pivotal

role in the foundation of enduring pedagogical reform concepts. The findings of this study hold the

potential to be of significant value to both pre-service and in-service teacher training programs, providing

them with a valuable resource for enhancing their management skills and fostering constructive learning

environments.

Furthermore, it is our hope that the results of this research will not exist in isolation but will serve as an

inspiration to educators within their respective institutions. By sharing these findings and encouraging a

collective commitment to democratic teaching principles, we aspire to catalyze positive change that

extends beyond the confines of this study. Through the dissemination of these attitudes and practices, we

aim to empower teachers to embrace and embody the principles of democracy in education, thereby

fostering enriched and inclusive learning environments for all students.

In conclusion, the research underscores the transformative potential of democratic teaching practices and

calls upon educators to not merely speak of child-centered learning but to ardently embrace it within their

classrooms, realizing the profound impact it can have on student learning outcomes and the broader

effectiveness of educational institutions.

6
 References:

Bhatti, N., Maitlo, G. M., Shaikh, N., Hashmi, M. A., & Shaikh, Faiz. M. (2012). ‘The Impact of

Autocratic and Democratic Leadership Style on Job Satisfaction’, International Business

Research, 5/2. DOI: 10.5539/ibr.v5n2p192

Collins, J., Hess, M. E., & Lowery, C. L. (2019). ‘Democratic Spaces: How Teachers Establish and

Sustain Democracy and Education in Their Classrooms.’ Democracy & Education, 27/1.

Damrongpanit, S. (2022). ‘Effects of mindset, democratic parenting, teaching, and school environment

on global citizenship of ninth-grade students’, European Journal of Educational Research, 11/1.

DOI: 10.12973/eu-jer.11.1.217

7
Duman, B. (2010). ‘Correlation between the graduate students’ perception of educational philosophies

and their democratic attitudes’. Procedia - Social and Behavioral Sciences, Vol. 2. DOI:

10.1016/j.sbspro.2010.03.951

Ferguson-Patrick, K. (2012). ‘Developing an Inclusive Democratic Classroom" in Action" through

Cooperative Learning.’ Australian Association for Research in Education.

Güleç, S., & Balçik82, E. G. (2009). ‘AN EXAMINATION OF DEMOCRATIC ATTITUDES OF

PRIMARY SCHOOL TEACHERS.’ Bulgarian Journal of Science & Education Policy, 3/2.

Koliba, C., & Berman, S. (2000). ‘Democracy and Education Schools and Communities Initiative

Conceptual Framework and Preliminary Findings’, Communities.

Kucukoglu, A., & Tasgin, A. (2012). ‘An Investigation on School Counselor Candidates’ Democratic

Tendencies’, Procedia - Social and Behavioral Sciences, 47. DOI: 10.1016/j.sbspro.2012.06.722

Mathews, S. A., Spearman, M. J., & Che, S. M. (2013). ‘Contradictions of democratic education:

International teachers’ perspectives on democracy in American schools’, Journal of Social Studies

Research, 37/4. DOI: 10.1016/j.jssr.2013.08.003

McDermott, P., & Lanahan, B. K. (2012). ‘Democracy and social justice in Sarajevo’s schools’,

Qualitative Report, 17/11. DOI: 10.46743/2160-3715/2012.1797

Mncube, V., & Harber, C. (2010). ‘Chronicling educator practices and experiences in the context of

democratic schooling and quality education in South Africa’, International Journal of Educational

Development, 30/6. DOI: 10.1016/j.ijedudev.2010.02.005

Morrison, K. A. (2008). ‘Democratic Classrooms: Promises and Challenges of Student Voice and

Choice, Part One’, Educational Horizons, 87/1.

Ng, A. (2002). ‘The Development of a New Scale to Measure Teachers’ Attitudes Toward Students

( TATS )’, Educational Research Journal, 17/1.

Ní Chróinín, D., Tormey, R., & O’ Sullivan, M. (2012). ‘Beginning teacher standards for physical

education: Promoting a democratic ideal?’ Teaching and Teacher Education, 28/1. DOI:

10.1016/j.tate.2011.08.001

8
Papanastasiou, C., & Koutselini, M. (2003). ‘Developmental model of democratic values and attitudes

toward social actions’, International Journal of Educational Research, 39/6 SPEC.ISS. DOI:

10.1016/j.ijer.2004.07.003

Petrova-Gjorgjeva, E. (2010). ‘Democratic society and moral education’. Procedia - Social and

Behavioral Sciences, Vol. 2. DOI: 10.1016/j.sbspro.2010.03.919

Polat, Ü. (2010). ‘An observation from different variables on the democratic approaches of

academicians in the universities towards students’. Procedia - Social and Behavioral Sciences,

Vol. 2. DOI: 10.1016/j.sbspro.2010.03.365

Puneet, P. (2020). ‘Need to Acquire Democratic Competency by Teacher Educator in Global Scenario’,

SSRN Electronic Journal. DOI: 10.2139/ssrn.3683468

Sanahuja, A., Moliner, O., & Moliner, L. (2020). ‘Inclusive and democratic practices in primary school

classrooms: A multiple case study in Spain’, Educational Research, 62/1. DOI:

10.1080/00131881.2020.1716631

Şentürk, I., & Oyman, N. (2014). ‘Democratic classroom management in higher education: A

qualitative study’, Kuram ve Uygulamada Egitim Bilimleri, 14/3.

Thornberg, R. (2010). ‘School democratic meetings: Pupil control discourse in disguise’, Teaching and

Teacher Education, 26/4. DOI: 10.1016/j.tate.2009.10.033

Topkaya, E. Z., & Yavuz, A. (2011). ‘Democratic values and teacher self-efficacy perceptions: A case

of pre-service English language teachers in Turkey’, Australian Journal of Teacher Education,

36/8. DOI: 10.14221/ajte.2011v36n12.3

Turabik, T., & Gün, F. (2016). ‘The Relationship between Teachers’ Democratic Classroom

Management Attitudes and Students’ Critical Thinking Dispositions’, Journal of Education and

Training Studies, 4/12. DOI: 10.11114/jets.v4i12.1901

Yeşi̇l, R., & Rüştü YEŞİL, A. (2010). ‘Validity and Reliability Analysis for the Teacher Determination

for Democratic Behavior Scale’, Educational Sciences: Theory & Practice @BULLET Autumn,

10/4.

9
Yung, B. (2010). ‘Can Confucianism add value to democracy education?’ Procedia - Social and

Behavioral Sciences, Vol. 2. DOI: 10.1016/j.sbspro.2010.03.1010

1. Appendices (if applicable): If you have supplementary material, such as tables, charts, or
additional data, include them in the appendices.

10