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Semi-structured interviews show safety is discussed under psycho-social, administrative, physical, external factors, and employee characteristics, with expectations spanning educational, managerial, disciplinary, legislative, and support-related aspects.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/perception-of-safe-school-in-turkey-opinions-of-parents-students-and-teachers/603004/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/perception-of-safe-school-in-turkey-opinions-of-parents-students-and-teachers/603004.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study’s main purpose regarding school safety?","Question",{"text":62,"@type":63},"The study investigates school safety from the viewpoints of teachers, students, and parents and aims to understand expectations and possible strategies based on stakeholder perceptions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the research designed and who participated?",{"text":67,"@type":63},"A qualitative phenomenology design was used. The study group included 50 teachers, 48 students, and 50 parents from primary and secondary schools in Sivas city centre during 2018–2019.",{"name":69,"@type":60,"acceptedAnswer":70},"How do participants categorize the safe school phenomenon?",{"text":71,"@type":63},"Teachers, students, and parents discuss safe school under psycho-social, administrative, physical, external factors, and employee characteristics categories.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603004,1792920927,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Perception of Safe School in Turkey: Opinions of Parents, Students and Teachers*  \nHilal KAHRAMAN 1  \nSivas Cumhuriyet University  \nFatma KÖYBAŞI ŞEMIN 2  \nSivas Cumhuriyet University  \nCelal Teyyar UĞURLU3  \nHatay Mustafa Kemal University  \nAbstract  \nThis study examined the phenomenon of school from the point of view of teachers, students and parents, and the question as to who wants what and who can do what and it was tried to make decisions about school safety and to determine strategies with opinions of stakeholders. The design of the study, which was designed according to the qualitative research model and which aims to examine the phenomenon of school safety in depth by benefiting from the views, experiences and perceptions of the school stakeholders, is phenomenology. The stakeholders of primary and secondary schools in Sivas city centre during the 2018-2019 school year were included in the study group. The participants of the study consist of 50 teachers, 48 students and 50 parents. As a result of the interviews conducted through semi-structured interview form, it is seen that teachers, students and parents address the phenomenon of safe school under the categories of \"Psycho-social\", \"Administrative\", \"Physical\",\"External Factors\" and \"Employee Characteristics\" and express their expectations from National education, school management, teachers, parents and students in physical, educational, administrative, disciplinary, legislative aspects and the aspects of courtesy, financial support, responsibilities, personnel and media.  \nKeywords: Safe school, Safety, School, Expectations related to Safety, School stakeholders  \nDOI: 10.29329/epasr.2022.442.12  \n* This study was supported by the Scientific Research Projects Commission of Sivas Cumhuriyet Unıversity.  \n1 Assist. Prof., Faculty of Education, Sivas Cumhuriyet University, Sivas, Turkey, ORCID: 0000-0002-5680-8362. [Correspondence:](Correspondence: hilalyucelkahraman@gmail.com)[ hilalyucelkahraman@gmail.com](Correspondence: hilalyucelkahraman@gmail.com)  \n2 Associate Professor, Faculty of Education, Sivas Cumhuriyet University, Sivas, Turkey. ORCID: 0000-0002-8684-1235. [E-mail: koybasi.fatma@gmail.com](E-mail: koybasi.fatma@gmail.com)  \n3 Professor, Faculty of Education, Hatay Mustafa Kemal University, Hatay, Turkey. ORCID: 0000-0002-7933-9327. E  \nmail: [celalteyyar@gmail.com](celalteyyar@gmail.com)  \nIntroduction  \nIn general, safety can be defined as the state of danger, damage and risk protection. Schools can be seen as hygienic environments. Being hygienic can be defined as not only cleanness but also the school is healthy, effective, physically equipped and being in a good state as a whole.  \nSafety is considered an important area of need for human beings. A safe life can significantly determine a person's quality of life. In the hierarchy of needs, the need for safety is one of the needs that come after physiological needs and must be met. A person's holding on to life, being successful, reaching effective and productive results in production is related to meeting many of their needs. Schools are institutions that are directly affected by the need for safe living. The nature of schools asan important social institution in social life requires the management of safety actions.  \nSchools are obliged to provide a comfortable working environment for their employees. The main determinant of comfort and peace in the working environment is safe. Whereas a safe learning environment means that physical elements in school do not pose a danger in terms of the physical environment, it might be defined as the food consumed in school being clean and sanitary in terms of food safety (Turhan and Turan, 2012) . Schools should be safe havens (Croft, Moore and Guffy, 2019; Marcella, 2018; Eren, 2019; Xaba, 2006) . Crimes and violence in schools affect not only the people involved but the school as a whole. In this sense, it is also necessary to describe, update and monitor the","cbCaikQi39eB7VA7","https://ap.wps.com/l/cbCaikQi39eB7VA7","pdf",477781,25,"English","# Introduction\n## Concept and importance of school safety\n## School safety as prevention and risk management\n## Role of school management in ensuring safety","[{\"question\":\"What is the study’s main purpose regarding school safety?\",\"answer\":\"The study investigates school safety from the viewpoints of teachers, students, and parents and aims to understand expectations and possible strategies based on stakeholder perceptions.\"},{\"question\":\"How was the research designed and who participated?\",\"answer\":\"A qualitative phenomenology design was used. The study group included 50 teachers, 48 students, and 50 parents from primary and secondary schools in Sivas city centre during 2018–2019.\"},{\"question\":\"How do participants categorize the safe school phenomenon?\",\"answer\":\"Teachers, students, and parents discuss safe school under psycho-social, administrative, physical, external factors, and employee characteristics categories.\"}]","Perception of Safe School in Turkey: Opinions of Parents, Students and Teachers | PDF",1792095567,63]