The purpose of this study was to discover what variables or teacher descriptors yield classroom democracy and a willingness to engage in critical pedagogy. While teachers' gender or teaching experience yielded no significant effect; their age, cultural background, and marital status had a significant effect on their perception of the factors for moving from egocentrism to group consciousness and the advantages of group meetings. Also, correlations were found between the children's pattern for resolving issues and the teacher's perception as well as their own perception. (Contains 1 note.)