English abstract
This study aimed reveal the degree of employment of democratic practices in the classroom instruction by Social Studies Teachers From their perspective and their Students of post basic education in Sultanate of Oman. In addition, the study attempts to examine the effect of a set of variables including specialization, gender, class, and role. To achieve objectives of study the researcher used the descriptive methodology where the researcher prepared a questionnaire consisting of (9) items, which is divided into sex components: class management, educational aids, ac subject and its teaching method, homework and evaluation. After checking the validity and reliability of the instrument, it was applied to the study sample consisting of (110) social studies teachers and (997) students of post basic education from Al Batinah North government. The result of the study showed that the degree of employment of democratic practices in the classroom instruction by social studies teachers from the perspective of teachers reached ( 1) which mean high, whereas the students' evaluation of the teachers' role in democratic practices in the classroom instruction was reached (T) which mean medial in general. In addition, the data revealed there were statistically significant differences at the level of significance (0.05= a) reveal the degree of employment of democratic practices in the classroom instruction by social studies teachers from the perspective of teachers can be attributed to variables of gender with exception of class management and educational aids and no statistically significant differences at the level of significance (0.05= a) can be attributed to variable specialization with exception of educational aids. The result also indicated there were statistically significant differences at the level of ( 0.05=a) in the degree of employment of democratic practices in the classroom instruction by Social Studies Teachers From their perspective and their Students of post basic education can be attributed to variable of gender in favor of females with exception of class managemen, and no statistically significant differences at the level of significance (0.05= a) can be attributed to variable of class in all components with exception of homework which has a statistical significance in favor of eleventh grade. Finally, there were statistically significant differences at the level of (*..=a) in reveal the estimating social studies teachers in Sultanate of Oman to practice democracy in the classroom instruction from their point of view and their students of post basic education can be attributed to variable of role in favor of teachers in all components. In light of these findings, several recommendat
