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- Jesper, Kristiansen, et al.
(författare)
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Effects of classroom acoustics and self-reported noise exposure on teacher’s well-being
- 2013
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Ingår i: Environment and Behavior. - : SAGE Publications. - 1552-390X .- 0013-9165. ; 45:2, s. 283-300
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Tidskriftsartikel (refereegranskat)abstract
- Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers’ health and well-being. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of well-being. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools’ acoustical working environment was classified as “low reverberation time (RT)” (3 schools, RT = 0.41-0.47 s), “medium RT” (3 schools, RT = 0.50-0.53 s), or “high RT” (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers’ well-being.
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- Persson, Roger, et al.
(författare)
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Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work.
- 2013
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Ingår i: Noise & Health. - : Medknow. - 1463-1741. ; 15:67, s. 446-453
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Tidskriftsartikel (refereegranskat)abstract
- Background noise and room acoustics may impede social interactions by interfering with oral communication and other cognitive processes. Accordingly, recent research in school environments has showed that social relationships with peers and teachers are described more negatively in rooms with long reverberation times (RT). The purpose of this study was to investigate how RT and hearing ability (i.e., hearing thresholds [HT] and distortion product oto-acoustic emissions) were associated with schoolteachers' perceptions of the social climate at work and their intentions to stay on the job. Schoolteachers (n = 107) from 10 schools that worked in classrooms classified by acoustical experts as "short RT" (3 schools, mean RT 0.41-0.47 s), "medium RT" (3 schools, mean RT 0.50-0.53 s), and "long RT" (4 schools, mean RT 0.59-0.73 s) were examined. Teachers who worked in classrooms with long RT perceived their social climate to be more competitive, conflict laden, and less relaxed and comfortable. They were more doubtful about staying on the job. Even if the teachers were generally satisfied with their work the results suggest that the comfort at work may have been further improved by acoustical interventions that focus on reducing sound reflections in the classrooms. Yet, due the study design and the novelty of the findings the potential practical significance of our observations remains to be evaluated.
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