Abstract
The aim of this research was to examine the relationship between exposure to classroom noise and the psychological well-being of full-time teaching staff in 14 preschool settings located across Western Sydney. The participants comprised 25 teachers, each of whom was administered a range of instruments. The results indicated that 40% of teachers were subjected to daily or peak noise exposures beyond the maximum permissible levels according to the Australian Occupational Health and Safety (OH&S) standard. Further, the unique contribution of daily noise dose received by the staff to the prediction of their vocational strain, interpersonal strain, and defensive functioning was evident through multiple regression analyses. It was concluded that vocational strain amongst preschool teachers may be related, in part, to a combination of elevated daily doses of noise, and years of teaching experience.
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Grebennikov, L., Wiggins, M. Psychological effects of classroom noise on early childhood teachers. Aust. Educ. Res. 33, 35–53 (2006). https://doi.org/10.1007/BF03216841
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DOI: https://doi.org/10.1007/BF03216841