The intersection of teachers’ perceptions, physical classroom learning environment, and efficacy: an exploratory factor analysis

This study examined PK-12 teachers’ perceptions of their classroom physical learning environment and classroom climate in relation to their job satisfaction and efficacy. Previous studies suggest that teacher self-efficacy and attitudes contribute to stress, burnout, and retention rates. Using the Framework for Classroom Quality, an online survey was developed for this topic and administered to PK-12 school teachers in Oklahoma. Exploratory factor analysis was performed on data collected using 16 survey items related to the teachers perceptions of classroom physical variables, classroom climate variables, teacher efficacy and teacher perception of student characteristics. Results indicated that teacher affect and efficacy has a moderately strong, positive correlation with teacher perceptions of their classroom physical environment. Additional studies that utilize an improved survey instrument will conduct a second data collection with a new population of teachers with the aim of validating and improving the fit of the three-factor solution.