Teachers' Perspectives on availability of infrastructure and resources: A Quantitative Study based on Gender and Sector

Abstract

A maintainable school infrastructure should provide a setting free of bias, violence, and fear, where students can feel emotionally, physically, and psychologically nurtured. Key infrastructure includes readily available and user-accessible textbooks, teaching and learning materials, print-rich environments, and other amenities and facilities, which enable students to concentrate more on their academics. The basic objective of the study was to investigate teachers’ perceptions of the school infrastructure and available resources in the 21^st century. It was a descriptive study in nature using a survey research design. For data collection, a self-developed questionnaire was used comprising 30 items. Data was collected from different public and private secondary schools. Statistical Package for Social Science (SPSS) 21 was used for the analysis of data by deploying descriptive and inferential statistics e.g. a mean score, standard deviation, and t-test for comparing teachers' perceptions based on gender and sector. The result of the study revealed no significant difference based on gender and sectors which revealed teacher perception of the school infrastructure and available resources in the 21^st century. All school components are in charge of maintaining the school's infrastructure and facilities.