Perceptions of Quality School Facilities – Implications for the School Administrator

Mary Keller Boudreaux, Rosalind Martin, Larry McNeal


The elements that comprise a school’s climate are extensive and complex. There is a preponderance of evidence in the literature that suggest a strong relationship between school climate and academic achievement at the school level. However, there is insufficient research on the elements of school facilities and its relationship to student academic achievement. This paper presents the survey results of 3453 elementary and middle school teacher respondents to the 2010 Administration of the Measures of Effective Teaching Working Conditions Survey on their perceptions of school facilities and its relationship to reading and math on the 2010 Tennessee Comprehensive Achievement Program (TCAP) assessment. Results indicated there were no significant differences between elementary and middle school teachers’ perceptions about quality school facilities. However, there was a difference in teachers’ perceptions of those who worked in schools with proficient reading and math scores on standardized test.

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International Research in Higher Education  ISSN 2380-9183 (Print)  ISSN 2380-9205 (Online)

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