Reports the results of a British survey of teachers regarding their school environment. 530 respondents rated their schools for design, layout, lighting, ventilation, furnishings, flexibility, safety, and physical activity accommodation. 32 percent of the respondents rating their environment as poor, and 87 percent believed that the environment had an influence on pupil behavior. 6p.

Describes negative consequences of poor and unhealthy facility conditions, mold, overcrowded classrooms, and noise in schools. Recommendations for federal and state actions to renovate or build new and improved schools using proven, cost-effective and environmentally sound solutions are presented, illustrated with examples from districts around the country. Includes 21 references. 23p.

This report describes workplace conditions that support effective instruction and professional growth according to recent research. Key workplace conditions include: fair teaching assignments; opportunities for teachers to collaborate with colleagues; extra induction support, ongoing professional development, and expanded career opportunities; support for working with students, curricular support for high standards, adequate and safe facilities, and a supportive school leadership. The report emphasizes the influence of substandard workplace conditions on the high rates at which teachers--especially new teachers--leave their schools or quit the profession altogether. It suggests greater numbers of talented teachers can be retained through improvements in workplace conditions, particularly at hard-to-staff schools. A list of additional research resources is appended. 34p.

Presents results of a study conducted at 82 Virginia middle schools, where randomly selected faculty were surveyed on a variety of issues at their school, including facility condition. The research determined that quality of the school facility was positively related to school climate variables and student achievement, but the precise role of school climate a mediating variable between facility quality and student achievement is yet to be determined. Includes 23 references. 6p.

Presents ten strategies for improving the work environment of teachers in at-risk schools. Facilities issues are covered in strategy five, which concerns small learning communities and small class sizes. Each strategy is accompanied by an annotated list of resources. 51p.

The attrition of both new and experienced teachers is a great challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be better induced to stay. The authors build upon this literature by suggesting another important factor: the quality of school facilities. The importance of facility quality is investigated using data from a survey of K-12 teachers in Washington, D.C. The authors find in their sample that facility quality is an important predictor of the decision of teachers to leave their current position. [Author's abstract] 12p.

Presents the results of a survey of Scottish school teachers working in new or renovated schools. Only 27 percent of teachers believed that their comments had had any impact on the final plans, and numbers for involvement with specific issues (HVAC, accessibility, lighting, safety and security) were considerably lower still. Satisfaction with completed projects, however, was somewhat higher, with ranges between 40 and 60 percent. 42p.

School facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver an adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented 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. 4p.

This is a concise list of actions that teachers can take to help improve the indoor air quality of their classrooms and schools. 1p.

This study was designed to assess the effect of school facilities on teaching. A survey of Chicago and Washington, DC public school teachers was used to: identify what teachers feel supports their ability to teach, assess the adequacy of school conditions and school design as experienced by teachers, examine the distribution of quality school facilities, and identify the impact of facilities on learning outcomes. The study also linked conditions as reported by teachers to student demographics and test scores, official school building assessments, and current research on the effect of K-12 educational facilities on learning. The study concludes that teachers in both Washington, DC and Chicago report many shortcomings in the facilities that are essential to delivering a high-quality education. They further report that much of the infrastructure they work in is inadequate to meet the increasingly strict standards of academic achievement that are now being set by school districts, states, and the federal government. 39p.

Presents the findings of a national survey of 1,050 public school teachers. The survey, which examines teachers' opinions regarding the relationship between interior design and academic performance, was conducted for the Carpet and Rug Institute and the International Interior Design Association Foundation. Survey results indicate that teachers from all grade levels across the country realize that a well-designed classroom enhances their ability to teach and their students' ability to learn. Results also suggest that most teachers see advantages of carpet in the classroom, particularly in regards to acoustics and comfort as well as the flexibility offered by carpet. 16p.

If renovations are undertaken when a school is in session, precautions should be taken to avoid exposure to roofing fumes, dust, paint, and adhesive vapors among others. This discusses control options, good work practices, project control specifications, and commissioning the area. 4p.

Explores whether improving school buildings has a direct and positive affect on student learning, attendance, and teacher turnover rates. The study shows a direct relationship between building quality and student achievement. The author’s recommendations include: 1) designing school buildings and classrooms to accommodate the instructional program, including carpeting, utilizing the latest technology, adequate storage for teachers and student projects, and minimizing disruptive noises; and 2) making items such as daily custodial care, maintenance, and needed renovations a priority when administrators are planning a district budget. 228p.

Describes the role that teachers, staff, and parents play on the indoor air quality action team as taking action to ensure comfort, health, and reduced sick days for teachers and students, and helping lower the risk of long-term health problems related to indoor air quality in a school.

This paper describes a study conducted at Neville High School (Louisiana) in 1996-1997 designed to examine the effects of facility renovation on faculty morale. Questions considered participant views of the renovation process; their levels of frustration; their concerns over changes in certain physical properties that may effect school tradition and heritage; and feelings of pride, motivation, and new attitudes. Findings show a wide spread of competing emotions, e.g., participants expressed negative comments about change while indicating how excited they were about the newness of it all. Despite numerous negative comments, overall morale appeared to be higher as a result of the renovations. 32p.

This report presents results from a survey designed to better understand the connection between facilities, learning, and teaching in Virginia. The survey questions reflect the following five areas of concern attributable to facility inadequacies: lost instructional time; reduced effectiveness in learning and teaching; diminished curricular options; school facilities and students with special needs; and student health and safety. Findings reveal that facility inadequacies, either through deterioration, obsolescence, or out-of-date mandates, exacerbated each area of concern. Recommendations are provided pointing to the need for greater state supports. 11p.

Noise at schools has attracted attention from acoustic scientists and audiologists; there is amounting evidence that excessive noise is widespread in educational settings. Poor acoustic conditions reduce speech intelligibility in classrooms and affect attention and academic performance of students. Noise makes teachers uncomfortable and can even be detrimental to their teaching.

BCTF Research designed and mailed out questionnaires to teachers working in portables in seven school districts. These districts were selected as districts with a high number of portables, and were also representative of the diversity of school districts. Discusses access issues, quality of heating, lighting, and furniture, poor ventilation/air quality, differences between teaching in a portable and the main building, and security issues.

This report describes U.S. K-12 teachers' satisfaction with teaching as a career and identifies some workplace-related factors associated with satisfaction. Factors examined include school and workplace characteristics, teacher background, salary, and other benefits. Results are presented in three sections. The first section describes satisfaction levels of teachers with different background characteristics, teaching in different types of schools and school systems, with different perceptions of workplace conditions, and receiving different levels of compensation. The second section contrasts characteristics of most and least satisfied teachers. Using multivariate analysis, the third section describes the strength of association between teacher satisfaction and those workplace conditions open to policy changes after accounting for other relevant teacher and school characteristics. Findings indicate that working conditions related to satisfaction are administrative support and leadership, student behavior, and school atmosphere. Compensation is only modestly related to teacher satisfaction.

Investigates 1994 State Teacher of the Year Nominees’ perceptions of how school facilities enhance their ability to function as professionals. The study revealed that of the 21 identified environmental aspects, the respondents were well satisfied with: location; space utilization; ambient features (heating, ventilation, lighting, acoustics, colors); windows; floor coverings; classroom furnishings; classroom equipment; teacher storage; in-building communication; conference area; teacher restroom; teacher parking; teacher planning area; teacher lounge area; and teacher dining area. The respondents ranked classroom equipment, classroom furnishings, ambient features, space utilization, and location of instruction as the most important environmental aspects. 156p.

This book advances the premise that teachers, in addition to students, must be viewed as customers of the school. Teachers' jobs and work environments must therefore be redesigned for maximum professional growth and development. Unless teachers are supported in developing a quality work environment, efforts to improve schools will be marginally successful. 120p.

This study examines the degree to which frail physical school infrastructures have affected education over the past 10 years and the impact and role of the school building in achieving outcome-based goals of education reform. Chapter 1 examines the scope of deteriorating school buildings in the United States. Chapter 2 offers a case study of the Milwaukee Public Schools Facility Master Plan to illustrate the societal context in which these issues are often resolved (or ignored). Chapters 3 and 4 provide a detailed literature review on public elementary school environments and open space schools. Chapter 5 addresses the process of developing and managing school facilities, and critiquing and reconceptualizing the current educational facility planning model. Chapter 6 synthesizes and builds upon existing models and frameworks developed within the educational, environmental psychology and architectural literature to develop one conceptual framework: a multidimensional model of educational environments. The appendix contains an annotated bibliography of educational environments. 133p.

Many facilities in American public schools are in disrepair, a situation negatively affecting the morale, health, and learning of students and teachers. Limited research shows that children's ability to learn is affected by the school environment.Many schools postpone repairs during tight financial times to pay for academic programs. Some school officials and communities are pursuing innovative, grassroots solutions to maintaining school facilities. Billions of dollars are needed to refurbish schools and construct new facilities, requiring strong federal support.

This book addresses the school as a worksite for faculty, staff, and administrators; as a learning site for students; and as an important site for creating a healthy, productive environment. Born out of a commitment to health education as an essential strategy for maintaining public health, this book contends that the physical condition of the school; its psychological and social climate; and its efforts to protect, promote, and improve health become important components of the daily lives of students and staff. The appendixes provide lists of options for change and steps toward health promotion program development, a strategic plan outline, and a list of 40 resources. 134p

The qualitative study described in this document presents Virginia teachers' perceptions on 10 factors that influence their work environment: resources/instructional materials; physical facilities/class size; professional development; teacher-teacher interactions; teacher-administrator interactions; teacher-student interactions; school-parent/community interactions and involvement; school goals and objectives; school decision making and change; and personnel policies. Working conditions described by teachers who participated in regional focus group interviews varied greatly; however, with few exceptions, these teachers expressed dissatisfaction with such conditions as overcrowding, climate control problems, and poorly organized instructional space. Recommendations for policy and practice to improve working conditions, a bibliography listing 48 references, and four appendices 69p.

Research was conducted on three campuses during spring, 1989. Results of the study provided the following insights into the six components of the research question. (1) Building age, when considered alone, did not appear to impact learning climate. (2) Design and appearance of the facility appeared to impact learning climate. (3) Building square footage seemed to have a marginal impact upon school learning climate. (4) Size and organization of instructional space had a major impact upon the learning climate of a school. (5) Building maintainability appeared to impact learning climate. (6) Results of the study imply that campus location has a significant impact upon learning climate. Data for the study were obtained from parents, teachers, and administrators. Two forms of instrumentation were developed by the researcher: the Classroom Spatial Utilization and Migration Observation Form was developed by the researcher to enhance the observation of classroom spatial organization and movement patterns of students, and teachers within a specific instructional space. The Teachers' Educational Facility Perception Questionnaire was developed by the researcher to assess the feelings of teachers concerning the school building which they taught. 227p

This study determined the perceptions of 38 state Teachers of the Year (1988) had about how school facilities affected their ability to function as professionals. Data from a 105-item questionnaire revealed that, except for space utilization, the teachers were satisfied with all the physical environmental aspects of their schools instructional areas. They were also satisfied with noninstructional features except for telephones for teacher use; teacher to teacher conference areas; teacher professional libraries; and planning, lounge, and dining areas. Statistically significant differences in perception were found by gender, teaching level, and years of experience. The teachers ranked classroom furnishings, equipment, and ambient features as most important environmental features. They were least pleased with space utilization; acoustics; thermal conditions; equipment; and areas for planning, conferencing, and relaxation in their schools. The respondents also suggested features from their present facilities and features to add when planning new schools. 143p.

This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other professions. According to the study, the physical condition of a school has a direct effect on teacher morale, sense of personal safety, feelings of effectiveness, and general learning environment. 175p.

This paper offers a traditional but often neglected view of schools as places of work. It argues that schools are best understood as places where people work and face problems similar to those encountered in other work organizations. Good schools are places where the quality and quantity of work are greater and the work is integrated more effectively. Since learning is the joint product of the work of staff and students, increasing learning requires more or better work by one or both groups. The productivity of workers is affected by the characteristics of work tasks and the work setting. Effective schools share with productive organizations the following characteristics--clear goals, a high task orientation, feedback on performance, high levels of employee discretion, adequate resources, and effective leadership. Achievement, recognition, professional autonomy, and participative decision making also affect employee productivity. In conclusion, understanding how more and better work can be done in the schools is essential to successful reform. 24p.

A survey questionnaire, designed to explore the extent of job dissatisfaction among female elementary school teachers, elicited responses from 255 subjects with varying demographic and socioeconomic backgrounds from different parts of the country. Nearly 40 percent of the women indicated they would not again choose elementary teaching as a career. Two factors were identified as underlying themes related to teacher job dissatisfaction: working conditions, and perceptions of women's roles in professions. Some of the most frequent additional teacher comments concerned poor working conditions, the increase of paperwork, the declining status of teachers, and the availability of other job options. Recommendations are offered to improve the teaching workplace and teaching as a profession. 13p.

Defining stress as a "misfit" between individual needs and environmental attributes, this paper reviews research on areas where the designed environment, on both a schoolwide and a classroom level, interacts with the educational process. These interactions are considered from the perspective of stresses imposed on both teachers and students. The macro-environment of the school is examined in terms of its effect on the social interaction, wayfinding, and spatial orientation of users. The micro-environmental variables occurring in classrooms discussed include seating position, classroom design, density (number of students per unit of space), privacy, and noise, and their stress-producing impact on the classroom unit 19p.

Presents the results of a survey of teacher working behavior in new versus old Hong Kong schools. The study was conducted with teachers who had worked in old traditional school buildings and then moved to new school buildings. Since staff rooms are the major working areas for teachers, the study focused on the levels of satisfaction with the performance of facilities management in the staff rooms of primary schools and on the working behavior of primary teachers. The results showed that facilities management in the staff rooms of the new millennium schools in Hong Kong was remarkably different from facilities management in the old schools. However, the teachers did not consider that their working behavior was significantly better in the new schools

The attrition of both new and experienced teachers is a challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be induced to stay. Here we build upon this literature by suggesting another important factor in the teacher decision to stay or leave: the quality of school facilities. We investigate the importance of facility quality using data from a survey of K–12 public school teachers in Washington, D.C. We find in our sample that facility quality is an important predictor of the decision of teachers to leave their current position, even after controlling for other contributing factors. [Authors' abstract]

This describes how the Southeast Center for Teaching Quality is using teacher surveys to document working conditions; reports on early returns from a survey conducted in North Carolina; describes potential actions for responding to working conditions needs; and makes recommendations for actions that states, districts, and schools should consider.

Proposes methodology to investigate the relationship between a school's physical environment and the morale of teachers and students. Includes questionnaire on morale and school facilities. (15 references)

Discussion of how poor air quality in schools affects teachers. According to experts, bad air is good for no one, but teachers may be more at risk of developing health problems from it than their students because many teachers work in a school for 30 years, while students come for just a few years, which has to be factored into measures of exposure.

Case study of Whitaker Middle School in Portland, Oregon where teachers were convinced that they had suffered various health problems—dizziness, asthma, headaches, and more—because of the school building. In fact, tests showed that the building's air was laden with contaminants. The building had been plagued over the years by two serious health hazards: mold and radon.

Studies show that deteriorating school facilities take their toll on students' and teachers' health and morale. Classrooms should be accessible to the outdoors; clustered around a commons; adaptable and flexible; and aesthetically pleasing. Architects say natural lighting and noise reduction are routine parts of their job. Research studies support the concept of small schools or subdivisions that create a sense of smallness. Sidebars list factors school officials should keep in mind when choosing an architect, and selected references.

Building teacher morale involves more than compliments, plaques, and one-time events. Teacher morale is higher in schools where principals create a positive school culture and climate. Sinking teacher morale generally accompanies sinking student achievement. Time constraints, excessive workloads, and insufficient classroom resources take their toll.

Provides a brief history of classroom door locking mechanisms ("locksets") and recommends dual cylinder, ANSI F88 locksets for classroom use. F88 locksets allow doors to be locked from either side to prevent entry into the classroom from the corridor side, but they cannot be locked (in accordance with building and fire code requirements) to prevent egress from the classroom. The capability to quickly lock the door from either side is the fastest solution for “lockdown” situations. Additionally, F88 lever-style locksets meet all ADA requirements. Installation costs are several hundred dollars per door.

Explores work environment assessment when the employees are asked to offer their assessment. A sample survey is provided along with an explanation of its components and tips on analyzing the work environment data collected.

Describes development of the Images Through Metaphor Questionnaire and its application in an investigation of relationships between 162 (Tasmanian) teachers' images of their schools and their perceptions of their work environment as assessed by the School Level Environment Questionnaire. Results revealed a strong relationship between these images.(35 references)

Discussion of indoor air quality problems plaguing North Country Union High School in Nenwport, Vermont that affected teachers, staff, and students who suffered colds, debilitating migraine headaches, and frequent bouts of nausea and vomiting. Tests of the school by independent environmental consultants found low levels of benzene, a known carcinogen, and styrene, a narcotic. Both chemicals are found in cleaning agents. One test also showed evidence of carbon monoxide in the wing of the building near the auto shop, where students' test-cars idle. Administrators agreed that the U-shaped brick complex built in 1967 had some air-quality problems, and they moved to correct them.

Discusses how early and frequent communication to students, teachers, staff, and parents concerning the indoor air quality (IAQ) in their schools can save money and time in air-quality problem solving. Further, it examines the relationship between building occupant anger to an IAQ problem and the activity level and costs associated with its solution.

Explains how schools can be designed to meet the changing needs in education, such as changes in classroom function, educational technology, curriculum, and enrollment. Ideas for creating interior design flexibility that optimizes space utilization without increasing cost demands are suggested. Each teacher brings a unique style to the classroom and demands the room function accordingly. Teaching different things in different ways means spaces need to support a variety of activities. Schools need areas for independent study, small-group projects, full-group lessons and two- or three-class presentations. Rooms must allow the possibility of any and all demands.

This article develops a framework for assessing how differential incentive policies affect teacher commitment and identifies key workplace conditions, including facilities, contributing to commitment. The framework is used to assess effects of such differential incentive policies as merit pay and career ladders. Increasing participation, collaboration, and feedback is advocated over differential incentives.

Discusses the fact that many teachers unknowingly breathe air and drink water that may contain low levels of harmful material. Exposure on the job over the years may present significant health risks. This article examines the problems of indoor air pollution, pesticides, asbestos, lead in drinking water, and radon.

The author addresses the environmental issues of lighting, noise and temperature and their affect on the learning process. He further suggests that teachers and administrators be made aware of these issues during one of their annual inservice training programs. He also suggests administering a diagnostic test containing 20 statements on environmental issues as a method of beginning the inservice training and raising the issues in the teaching profession.

Honeyman recognizes the fact that vast sums of money need to be spent on renovation, repair, and replacement of educational facilities. Teachers and unions must realize that a solid capital fund position does not imply that school executives do not care about teacher's salaries.

Website created by Governor Mike Easley [N.C.] to promote the findings of the Teacher Working Conditions survey. Includes FAQ; summary of the initiative; "What we learned;" individual school reports; and information on how North Carolina is improving working conditions.

School renovations, indoor air quality, mold and moisture, cleaning fluids and chemicals all pose hazards to teachers and staff in the workplace. This American Federation of Teachers webpage provides information and resources to assist in identifying the hazards and work toward preventing exposure and improving the environment, including a series of fact sheets on key health and safety issues.

American Federation of Teachers' webpage on the physical conditions found in the nation's public schools. It includes the AFT report Building Minds, Minding Buildings; a slideshow; video; survey for teachers to discuss conditions in their schools; and links to reports and additional resources.

Developed by the Southeast Center for Teaching Quality, this website presents a directory of resources that address persistent problems in schools that block teacher effectiveness and student achievement. The topics include time, leadership, empowerment, professional development, and facilities, with separate resources for teachers, principals, district offices, policymakers, and community.

NCEF's resource list of links, books, and journal articles describing the physical condition of school buildings across the country.

NCEF's resource list of links, books, and journal articles on healthy and environmentally safe school facilities. See also NCEF Resource Lists on Indoor Air Quality, Hazardous Materials, Green Cleaning, Pesticides and IPM, Mold in Schools, and more.

NCEF's resource list of links, books, and journal articles on designing safer PK-12 schools, implementing security technologies, and crime prevention through environmental design.

NCEF's resource list of links, books, and journal articles on the design of teaching spaces and faculty workplaces, the interface of teachers with their environment, and teachers' roles in school facility planning.

NCEF's resource list of links, books, and journal articles on thermal comfort in school classrooms and facilities, including temperature ranges, ventilation rates, and humidity levels.