The relationship between school buildings and teacher motivation

This research aimed to examine the relationship between school building quality and teacher motivation. Accordingly, the research was conducted in the relational survey design, one of the quantitative research designs. The research was conducted with a total of 204 participants selected by simple random and convenient sampling method among classroom teachers working in public primary schools in Balıkesir Ayvalık and Gömeç districts in the 2021-2022 academic year. The research data was collected using a survey form prepared online and containing demographic questions as well as the Quality School Buildings Scale and the Multidimensional Work Motivation Scale. The data obtained was analyzed using the SPSS v26 program. As a result of the analyzes carried out in this direction, it was determined that teachers generally perceived the school buildings to be of "medium" quality and had a "slightly high" level of motivation. As a result of the analyzes carried out in this direction, it was determined that teachers' perceptions of school building quality differ significantly depending on their gender, age, length of service and length of service in their current schools. In this context, it was determined that the school building quality perceptions of teachers who were male, over 50 years old, had more than 20 years of service, and had more than 13 years of service in their current school were significantly higher than teachers in other groups. On the other hand, it was observed that teachers' motivation levels did not differ significantly according to the demographic variables in question. As a result of the analyzes carried out in this direction, it was determined that teachers' perceptions of school building quality positively and significantly predicted their motivation. In addition, it was seen that only the physical condition and equipment aspects of school building quality contribute to teachers' motivation; while the acoustics, lighting and visibility dimensions of school building quality did not predict teachers' motivation. Keywords: Education, School Building Quality, Motivation, Teacher Motivation