Investigation of classroom teachers' opinions towards the ideal primary school

This research was conducted in order to examine the opinions of classroom teachers about the ideal primary school. Phenomenology design, one of the qualitative research methods, was used in the research. The study group consists of 28 classroom teachers working in public and private schools in Isparta province in the 2024-2025 academic year. When determining the participants, maximum diversity sampling method was preferred from selective sampling methods. Classroom teachers were selected from public schools/private schools, independent/combined classes and 1st,2nd,3rd and 4th grade teachers to ensure diversity. A semi-structured interview form consisting of 7 open-ended questions was prepared by the researcher as the data collection tool in order to learn about the participants' experiences in depth. The interviews were conducted face-to-face or by telephone and voice recording. The obtained data was analyzed using content analysis method and the findings were tabulated and divided into themes and subthemes. The narratives of the participants were evaluated by direct quotations. According to the findings obtained as a result of the analysis, the ideal primary school is mostly; The school building, classrooms, garden and other units are expressed as a school that is suitable for students, good and developed in terms of physical structure features, and does not lack any educational equipment. The ideal primary school is also a school where students and teachers come and go happily; and places importance on value education. According to the teachers' views, the education and training programs of the ideal primary school should be prepared with an understanding that aims to develop the national and moral values of the students in a way that will provide variety in practice according to the individual characteristics of the students with a lightened gains, flexible, student-centered education and training approach. According to the research results, the ideal primary school should have teachers who develop themselves in terms of professional skills and qualified, leading administrators who aim to take the school one step further. At the same time, the low number of students in the classes; the abundance of social, cultural and sports activities are the main features that distinguish the ideal primary school from traditional primary schools. The students in the ideal primary schools should graduate as children who have acquired the basic four operations skills, who use Turkish correctly and beautifully, who have learned to learn and who are aware of their own potential. In order for schools to have ideal features, it is recommended that all stakeholders improve themselves in line with their goals and that teachers' opinions on school structuring be taken into account in the relevant units of the ministry. Classroom teachers' assessments of the ideal primary school were largely shaped by concrete elements such as the school's physical facilities, spatial adequacy, equipment availability, and environmental planning. Less in-depth discussions of the school's educational philosophy, value system, or pedagogical goals were included. This suggests that functional and visible conditions were at the forefront of teachers' ideal school envisioning, while abstract, theoretical dimensions and philosophical aspects were secondary.