AN ANALYSIS OF PERCEPTIONS REGARDING THE CURRENT AND FUTURE ENERGY CONSERVATION NEEDS OF PUBLIC SCHOOL DISTRICTS

摘要

Purpose. The purpose of this study was to ascertain how chief state school officers, superintendents, facilities directors and principals perceived the present and future energy conservation needs of local school districts.;Methodology. Information was obtained by questionnaire from randomly selected Washington State superintendents, facilities directors and principals; and from chief state school officers in seven western states.;Collected data were analyzed by determining the accumulated percentage of essential and very desirable responses. Accumulated percentages were used to rank order activities and assistance needs. Ten listed energy conservation activities and the top four assistance needs were further analyzed by relating them to specific demographic characteristics. Further analysis was provided by relating assistance needs to specific conservation activities.;Among findings were those considered to be the most important energy conservation activities including: (a) identify possible energy reduction solutions, (b) assess the energy efficiency of existing and planned buildings, (c) involve all elements of the school community in conservation, (d) systematically monitor energy consumption in each district facility, (e) implement systematic, cost effective maintenance strategies, (f) select energy reduction solutions based on their life cycle cost, and (g) develop staff energy conservation awareness, commitment, and technical skills.;Those energy conservation implementation needs activities considered to be most important included: (a) financial assistance for remodeling or renovating existing structures, for selecting energy using equipment for new buildings on the basis of their life cycle cost rather than their first cost, for retrofitting energy inefficient building mechanical systems, and for constructing new facilities; (b) state legislative policy or rules changes that would permit allocation of school construction funds for renovation of energy inefficient buildings and that would enable districts to undertake conservation related equipment retrofits; (c) inservice training to develop skills required to operate and maintain energy using equipment and to participate effectively in development of energy conservation plans and projects; and (d) technical/professional assistance to design energy efficient new buildings, to conduct energy audits, and to develop efficient energy monitoring strategies.