democratic culture

Teacher–student relationships outside formal lessons are part of school social life and may provide opportunities to practice democratic values. This qualitative case study examined patterns of out-of-class interaction, their relationship to democratic values, and factors shaping them at SMK Lingga Kencana Depok. Fourteen informants participated: two vice principals, a Pancasila and Civic Education teacher, a religious education teacher, and ten eleventh-grade students. Data came from in-depth interviews, non-participant observations, and documentation, analyzed using the Miles and Huberman interactive model. Findings show open communication, mutual respect, professional closeness, and opportunities for students to express opinions. Democratic values appeared through openness, respect for differences, participation, dialogue, and responsibility. Teachers’ personal approaches and the school environment supported interaction, while differences in student characteristics, limited time, and some students’ lack of confidence posed challenges. Unlike studies centered on formal lessons or structured programs, this case foregrounds everyday out-of-class interactions in vocational education. These interactions may provide a contextual space for practicing democratic values relevant to building democratic culture, but this case study does not establish a direct causal effect on its formation.