Asset Management Efficiency and Teachers’ Satisfaction with Educational Facilities in a Selected School in Yunnan, China
Abstract
In South America, asset management has also been linked to equity in education. Research by Fernandez and Ribeiro (2022) highlighted that disparities in resource allocation among schools contributed to varying levels of teacher satisfaction. Teachers in under-resourced schools expressed frustration and dissatisfaction
emphasizing the need for equitable and efficient asset management practices across the education system .
The integration of technology in asset management has further enhanced efficiency and transparency. A study by Hosseini and Ramezan (2023) demonstrated how digital asset management systems improved the tracking and allocation of resources in schools. Teachers in schools that adopted these technologies reported higher satisfaction with the availability and functionality of educational facilities.
Moreover, effective communication between school administrators and teachers plays a vital role in asset management. A study by Lopez and Vargas (2020) found that schools with participatory decisionmaking processes in resource management achieved higher levels of teacher satisfaction. Involving teachers in decisions regarding asset utilization fostered a sense of ownership and accountability, strengthening their trust in the management system.
The relationship between asset management and teacher satisfaction also extends to professional development opportunities. Al-Mutairi and Saleh (2023) explored how the availability of well - maintained training facilities influenced teachers' perceptions of their professional growth . The study revealed that teachers valued schools that prioritized the development and maintenance of facilities for professional learning, which in turn enhanced their overall satisfaction.
Environmental sustainability has also emerged as a critical factor in asset management. Research by Martinez and Silva (2022) examined the impact of green initiatives in school facilities on teacher satisfaction. Schools that implemented energy-efficient designs and environmentally sustainable practices not only reduced operational costs but also created healthier and more conducive teaching environments, positively influencing teacher morale.
In addition to infrastructure, the management of educational equipment is a key determinant of teacher satisfaction. Studies by Ibrahim and Nasser (2021) highlighted the significance of regularly updating and maintaining teaching tools and resources. Teachers in schools with robust equipment management systems reported greater satisfaction with their ability to deliver effective lessons.
Cultural and contextual factors also shape the perception of asset management practices. Research by Sanchez and Delgado (2023) revealed that teachers' satisfaction was influenced by how well the facilities reflected the local culture and community values. Schools that incorporated culturally relevant designs and practices in their asset management strategies were more successful in meeting teachers' expectations.
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