Stakeholder opinions on the effect of physical improvements that are actualised by the school administration in a primary education institution

The aim of this study is to determine the effects of physical improvements that are actualised by school administration in a primary education institution on teachers, students and parents who are school stakeholders. To achieve this aim, the following sub-problems were developed: (1) What was the physical condition of the school two years ago? (2) What are the physical improvements made in the last two years at school? (3) What impact do these improvements have on stakeholders? (4) What other physical improvements are needed in the school? In the study, a qualitative design, holistic single case (case study) method was used. The study group was determined by volunteer based, easily accessible sampling method. Eleven teachers, ten students and ten parents from a primary education institution depending on the Ministry of National Education participated in the study in the 2017-2018 school year. Data were collected through face-to-face interview by using a semi-structured form developed by the researcher in line with the sub-problems, and through the analysis of the related documents. The data that could respond to the sub-problems were coded and analysed with direct quotations from the participants. In this process, the phases of Miles and Huberman (1984) consist of data reduction, visualization of data, reaching and confirming the results were applied. The data were subjected to descriptive analysis and content analysis by taking expert opinion. According to the findings, teachers, students and parents who participated in the study described the physical condition of the school two years ago as completely negative. Among the physical improvements made in the school, it was seen that the participants were mostly interested in the changes related to safety, hygiene and aesthetics. Following the improvements made by the school administration, the participants described the physical condition of the school in positive terms. After physical improvements, stakeholders' sense of belonging developed, their participation in school activities increased, communication between them strengthened and their behaviors began to change in the desired direction. In this process, it has been concluded that students' achievement levels in social, academic, sporting and artistic fields have increased. It is also noteworthy that the expectations of the participants about future improvements have increased.