Linking School Facility Conditions to Teacher Satisfaction and Success

Documents how teachers in Chicago and Washington, DC rated their working conditions and perceived the affect of those conditions on their job performance and teaching effectiveness. Teachers noted the inadequacy or lack of science, music, and art classrooms. Significant numbers rated physical education and recreational facilities as not very or not at all adequate. Over 40 percent of teachers considered their classrooms the wrong size for the type of education they delivered. Over 25 percent taught in non-classroom spaces. About one-third of teachers had little or no teacher workspace. Most teachers reported fair or poor indoor air quality. Significant numbers noted poor thermal comfort, poor lighting, dirty and inoperable windows, and dirty restrooms. Many teachers felt their classrooms and hallways were so noisy that it affected their ability to teach, and many believed that school conditions affected their career decisions.
History and Research