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Asset Management Efficiency and Teachers’ Satisfaction with Educational Facilities in a Selected School in Yunnan, China

DOI: 10.18535/sshj.v9i02.1688· Pages: 6944-6975· Vol. 9, No. 02, (2025)· Published: February 25, 2025
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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.

Keywords

CollaborationMulti - StakeholderMangrove ForestSontoh Laut Tourism Village

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Author details
Fei Han
A Thesis Proposal Presented to the Faculty of the Graduate School EMILIO AGUINALDO COLLEGE Manila, Philippines In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS IN EDUCATION Major in Educational Leadership
✉ Corresponding Author
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