The Impact of School Building Conditions on School Climate, Student Attendance, and Teacher Job Satisfaction in an Urban School District
Saved in:
| Title: | The Impact of School Building Conditions on School Climate, Student Attendance, and Teacher Job Satisfaction in an Urban School District |
|---|---|
| Language: | English |
| Authors: | Omar Mitwally |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, Caldwell University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 124 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Descriptors: | School Buildings, Disadvantaged Schools, Teaching Conditions, Educational Environment, Attendance, Urban Schools, Teacher Attitudes, Job Satisfaction, Principals, School Safety, Facility Improvement, Climate Control |
| Geographic Terms: | New Jersey |
| ISBN: | 979-83-468-7086-9 |
| Abstract: | The study examined the impact of school building conditions on school climate, student attendance, and teacher job satisfaction in an urban school district in northern New Jersey. The following research questions were analyzed using a t-test and regression analysis: (a) To what extent do school building conditions affect the school climate in an urban environment? (b) To what extent do school building conditions affect student attendance? (c) To what extent do school building conditions affect teacher job satisfaction? Data were collected from the eight selected schools in the district through surveys completed by school administrators and certified staff. Each school's administrator evaluated its school building by completing the Commonwealth Assessment of Physical Environment (CAPE). 143 certified staff members from the eight selected schools completed the school climate survey. Additionally, focus group interviews provided qualitative insights into the educators' work experiences. Student attendance and chronic absenteeism data were collected and analyzed for each school in the study. Quantitative findings revealed no significant difference between school building conditions and student attendance. The school climate survey was disaggregated into five dependent variables to examine teacher job satisfaction. A t-test was used to determine the difference in the variables between the old and new buildings. The results revealed no difference between old and new schools in job satisfaction, attitudes toward student success, and respect. However, old schools scored significantly higher on physical environment, representing poor physical conditions. Newer schools scored higher on safety, which indicates that teachers and other employees feel safe at and around the school buildings. Qualitative results from the focus group interviews revealed that teachers who work in the new schools feel their school is well-maintained, and that cleanliness contributes to a positive and comfortable environment. The acoustics, security features, and central air-conditioning made them feel safe and comfortable. However, teachers who work in the old school buildings felt the lack of heating/cooling, dirtiness, and disrepair negatively impacted their ability to deliver lessons effectively. Most teachers from both groups felt they looked forward to going to work due to the people they worked with, especially school leadership. The study concludes with the implications of practice and lays the groundwork for future studies, including longitudinal investigations to isolate the effects of building conditions from leadership influences. Establishing a standards-based physical environment and indoor air quality inspection tools will improve the quality of the school facility, which can result in higher student attendance and teacher retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31767739 |
| Accession Number: | ED665248 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED665248 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Impact of School Building Conditions on School Climate, Student Attendance, and Teacher Job Satisfaction in an Urban School District – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Omar+Mitwally%22">Omar Mitwally</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ed.D. Dissertation, Caldwell University. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 124 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22School+Buildings%22">School Buildings</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Facility+Improvement%22">Facility Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+Control%22">Climate Control</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-83-468-7086-9 – Name: Abstract Label: Abstract Group: Ab Data: The study examined the impact of school building conditions on school climate, student attendance, and teacher job satisfaction in an urban school district in northern New Jersey. The following research questions were analyzed using a t-test and regression analysis: (a) To what extent do school building conditions affect the school climate in an urban environment? (b) To what extent do school building conditions affect student attendance? (c) To what extent do school building conditions affect teacher job satisfaction? Data were collected from the eight selected schools in the district through surveys completed by school administrators and certified staff. Each school's administrator evaluated its school building by completing the Commonwealth Assessment of Physical Environment (CAPE). 143 certified staff members from the eight selected schools completed the school climate survey. Additionally, focus group interviews provided qualitative insights into the educators' work experiences. Student attendance and chronic absenteeism data were collected and analyzed for each school in the study. Quantitative findings revealed no significant difference between school building conditions and student attendance. The school climate survey was disaggregated into five dependent variables to examine teacher job satisfaction. A t-test was used to determine the difference in the variables between the old and new buildings. The results revealed no difference between old and new schools in job satisfaction, attitudes toward student success, and respect. However, old schools scored significantly higher on physical environment, representing poor physical conditions. Newer schools scored higher on safety, which indicates that teachers and other employees feel safe at and around the school buildings. Qualitative results from the focus group interviews revealed that teachers who work in the new schools feel their school is well-maintained, and that cleanliness contributes to a positive and comfortable environment. The acoustics, security features, and central air-conditioning made them feel safe and comfortable. However, teachers who work in the old school buildings felt the lack of heating/cooling, dirtiness, and disrepair negatively impacted their ability to deliver lessons effectively. Most teachers from both groups felt they looked forward to going to work due to the people they worked with, especially school leadership. The study concludes with the implications of practice and lays the groundwork for future studies, including longitudinal investigations to isolate the effects of building conditions from leadership influences. Establishing a standards-based physical environment and indoor air quality inspection tools will improve the quality of the school facility, which can result in higher student attendance and teacher retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31767739" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31767739</link> – Name: AN Label: Accession Number Group: ID Data: ED665248 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED665248 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 124 Subjects: – SubjectFull: School Buildings Type: general – SubjectFull: Disadvantaged Schools Type: general – SubjectFull: Teaching Conditions Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Attendance Type: general – SubjectFull: Urban Schools Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Job Satisfaction Type: general – SubjectFull: Principals Type: general – SubjectFull: School Safety Type: general – SubjectFull: Facility Improvement Type: general – SubjectFull: Climate Control Type: general – SubjectFull: New Jersey Type: general Titles: – TitleFull: The Impact of School Building Conditions on School Climate, Student Attendance, and Teacher Job Satisfaction in an Urban School District Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Omar Mitwally IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-468-7086-9 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
