Traditional school management models tend to concentrate decision-making power at the top, which limits stakeholder participation and weakens schools’ ability to adapt to changing conditions. Although the discourse on democratic education is widely supported, research shows that many schools rely on hierarchical structures that restrict the genuine sharing of power. This study examines sociocracy from an open systems perspective as a human-centered management model that offers an alternative to traditional school structures. In this context, the four core principles of sociocracy, consent decision-making, semi-autonomous circles, double-linking, and selection by consent are evaluated within the educational framework. By reviewing the extant literature, this research explores how sociocracy can enhance decision-making processes, foster collaborative cultures, and support schools in functioning as open systems. Case studies from educational settings demonstrate the model’s potential to increase teacher collaboration, strengthen student engagement, and align administration with pedagogical commitments. The discussion highlights how sociocracy addresses fundamental challenges in school management and bridges the gap between democratic ideals and organizational practices. The study concludes by summarizing the implications of sociocracy on educational stakeholders, emphasizing its value as a framework for developing more inclusive, resilient, and future-oriented schools.
Hale Betül Akıncı Tanyıldız (Thu,) studied this question.