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This study aimed to determine the views on democratic school culture in schools and provide a conceptual framework for democratic school culture. The sample of the study, which used a descriptive survey design, consisted of 516 primary school and 378 secondary school students, 592 school administrators/teachers, and 609 parents of students from pilot and volunteering schools in 10 provinces in Turkey within the scope of “Democratic Citizenship and Human Rights Education Project” (Edirne, Elazığ, Istanbul, Konya, Manisa, Mardin,Sakarya, Mersin, Samsun, Yozgat).Data were collected using “Democratic School Culture Scales” developed in the project. The data collected were evaluated under five dimensions: (i) Communication, Interaction, and Cooperation, (ii) School and Learning Environment, (iii) Identity and Belonging, (iv) Responsibility, and (v) Decision-making Process. According to the opinions of students, administrators-teachers and parents, it was identified that there was medium and high level democratic school culture in the schools. It was concluded that the project made a contribution in this sense.Teachers, administrators and parents had high mean scores in communication, interaction and collaboration dimensions and students had high mean scores in identity, sense of belonging, and responsibility dimensions Significant differences were found in the democratic school culture dimensions in terms of education level and type of duty. We recommend that new activities and training programs be designed for areas in need of development, to create and sustain a democratic school culture.

leadership and policy in schools

Democratic School Culture: Investigating An Educational Practice of Democracy in Schools A Study on Democratic Citizenship and Human Rights Education Project in Turkey