This study was designed to address questions related to (a) school facility conditions in two elementary schools in the Commonwealth of Virginia and (b) the relationship of school facility conditions to teacher attitudes. The purpose of this study was to determine if there was a significant relationship between school facility conditions and teacher attitudes. Two instruments were utilized to answer the proposed research questions, the Commonwealth Assessment of Physical Environment (CAPE), and the My Classroom Assessment Protocol (MCAP) instrument. The schools used in this study were selected to provide a contrast between an older and a newer building. Data from the CAPE was used to determine the condition of both buildings, while data from the MCAP was used to compare teacher responses with both schools. Data from the CAPE indicated that more desirable conditions were present in the newer building than in the older building. The MCAP revealed that teachers in the newer building had better attitudes about: (1) the condition of their classrooms, (2) how the condition of their classrooms made them feel, and (3) the affect of classroom conditions on student learning. Together these findings suggest that teacher attitudes are directly influenced by conditions within the building. / Ed. D.

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