Differences in teachers’ satisfaction with indoor environmental quality and their well-being in new, renovated and non-renovated schools

Sadick, Abdul-Manan and Issa, Mohamed H. 2017, Differences in teachers’ satisfaction with indoor environmental quality and their well-being in new, renovated and non-renovated schools, Indoor and built environment, doi: 10.1177/1420326X17717074.

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Title Differences in teachers’ satisfaction with indoor environmental quality and their well-being in new, renovated and non-renovated schools
Author(s) Sadick, Abdul-Manan
Issa, Mohamed H.
Journal name Indoor and built environment
Total pages 15
Publisher Sage Publication
Place of publication London, Eng.
Publication date 2017-06
ISSN 1420-326X
1423-0070
Summary © 2017, The Author(s) 2017. Most studies on buildings’ renovations in relation to indoor environmental quality (IEQ) and occupants’ well-being have focused on offices, while those investigating schools focused on students rather than teachers. Most of these studies limited their assessment of well-being to occupants’ satisfaction with IEQ factors, overlooking essential aspects related to psychological, social and physical well-being. This article presents results of a research conducted in 32 schools in Manitoba, Canada, to assess teachers’ IEQ satisfaction and well-being in new, renovated and non-renovated schools. The research involved adapting and refining an IEQ satisfaction survey and developing and refining three new surveys to assess teachers’ psychological, social and physical well-being. The results of the refined surveys showed statistically significant differences in teachers’ satisfaction with IEQ factors between the new and renovated schools on one hand and the non-renovated ones on the other. However, no statistically significant differences were found in teachers’ psychological, social and physical well-being perceptions between all pairs of the three school categories analysed. Association analyses suggested a potential indirect impact of schools’ renovations on teachers’ well-being via their satisfaction with IEQ. The results of this study should aid school managers in making strategic decisions about the maintenance of their existing schools.
Notes In Press
Language eng
DOI 10.1177/1420326X17717074
Field of Research 0905 Civil Engineering
1202 Building
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30113193

Document type: Journal Article
Collection: School of Architecture and Built Environment
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