The Aesthetic Experiences Of Public School Teachers: A Study Of The Physical Environment Of Schools Through The Lens Of The Organizational Aesthetics Framework

Abstract

Related in part to the study of organizational culture, organizational aesthetics is concerned more with that level of culture that is represented through the symbols and artifacts found within an organization. Artifacts, as in the present study, can be represented by the larger physical environment in toto. The current study used a qualitative approach in applying the organizational aesthetics framework to explore teachers' perceptions of the aesthetics of the physical environment of public middle schools in the Fort Worth Independent School District (FWISD). No previously identified studies of schools have used the organizational aesthetics framework. Consequently, this study was covering some uncharted territory, and, therefore, focused its attention on middle schools, instead of incorporating a larger sample of elementary and high schools. A total of 21 teachers participated from 11 FWISD middle schools. Teachers took photographs of their schools and were subsequently interviewed to discuss their photos and talk about their experiences with and opinions and perceptions of their schools' physical environments. Through an interpretive analysis, the major themes that emerged regarding teachers' experiences and perceptions were that schools' physical environments can be confining and restrictive, but also nurturing and supportive. Other findings revealed that the physical environment conveys and creates feelings of respect or disrespect, and vulnerability and security. Additionally, teachers' responses and opinions were closely associated with their perceptions of the experiences and needs of their students.