Public school building conditions in one New York State urban school : an exploratory case study of teachers' experiences with teaching and learning

Abstract

This study uses qualitative case study analysis to explore the lived experience of teachers in one school building in a New York urban school district, and examines how they perceive the effects of school building conditions on the teaching and learning process. This study found that teachers are not able to make teaching and learning a priority when the school building and surrounding neighborhood are perceived as unsafe. Moreover, it was found that teachers' experiences of school building condition are largely dependent on their students' experiences. Finally, while teachers are often indifferent about the condition of the school building itself, they are frustrated and upset by the lack of support they receive from school system leaders when they do report building issues. The outcomes of this study can be utilized to inform future research on the experiences of teachers and leaders in New York State urban school buildings. Moreover, the outcomes can be utilized to better understand the impact of teacher effectiveness on student achievement--Author's abstract