An Examination of Relationships Between Conditions of School Facilities and Teacher Satisfaction and Attributes in High Poverty Rural Schools

This dissertation explores how the physical conditions of school facilities in high-poverty rural communities relate to teacher satisfaction. Drawing on survey responses from 136 rural teachers, the study examines a range of facility-related factors—from classroom infrastructure to air quality and lighting—and their correlation with educator morale, job satisfaction, and intent to remain in the profession. The findings suggest that while many teachers report moderately high satisfaction with their school environments, facility condition alone does not explain all aspects of satisfaction, indicating the need for a holistic approach to teacher retention. The study adds to the growing body of research highlighting the link between facility investment and educator well-being, and is particularly valuable for rural school leaders, policymakers, and advocates working to improve outcomes in under-resourced areas.