Teacher attitudes about classroom conditions

Abstract

Purpose

This research was designed to investigate the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. This paper aims to address these issues.

Design/methodology/approach

Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The My Classroom Appraisal Protocol^© (MCAP) is used to gather impressions and attitudes of teachers. The MCAP is entered into the internet, and teachers in the selected schools are asked to voluntarily complete the instrument and submit it electronically.

Findings

The differences between the responses of teachers in satisfactory buildings are significantly different than those of teachers in unsatisfactory buildings at the p<0.05 level of confidence. Similar results are obtained on the attitudinal scale of the MCAP, again at the p<0.05 level.

Research limitations/implications

The size of the population is small, which limits applicability.

Practical implications

These findings clearly indicate the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.

Originality/value

The findings indicate the condition of the classroom can cause morale problems with teachers. School authorities need to recognize the importance physical conditions have upon teachers so that negative feelings and attitudes do not pervade the faculty. Such feelings eventually may influence the achievement of students.

Citation

Earthman, G.I. and Lemasters, L.K. (2009), "Teacher attitudes about classroom conditions", Journal of Educational Administration, Vol. 47 No. 3, pp. 323-335. https://doi.org/10.1108/09578230910955764