The aim of the present study was to identify the factors affecting educational democracy in creative schools in the primary period. The current research was of the type of foundational data theory from the point of view of the applied goal, and in terms of the qualitative nature of the content. In the qualitative phase, semi-structured interviews were used until reaching theoretical saturation. The obtained data were analyzed according to Strauss and Corbin's method; As a result, 51 open codes, 10 central codes, and finally, based on the paradigm model, 5 selected codes (causal conditions, background conditions, intervention conditions, strategies and consequences) were obtained. Cohen's kappa coefficient was used to determine validity and reliability in the qualitative phase. Also, using first-order confirmatory factor analysis, convergent validity and composite reliability were calculated. The statistical population in this department was 905 teachers working in Nemin city (432 women and 473 men) in the academic year1402- 1403 which was based on the Morgan table and by the multi-stage cluster random sampling method and stratified random sampling. 270 people were selected. According to the obtained results, it can be acknowledged that education plays an essential role in citizenship education, education and development of human rights. With democracy in education, the conflict between the individual and society can be resolved. Also, the approach of educational democracy in a system can achieve individual development in learners and social mobility. Therefore, it is suggested to adopt an atmosphere and leadership style in educational systems that pay attention to the individual beliefs of students and provide the basis for individual growth.