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

journal contribution
posted on 01.11.2018, 00:00 authored by Abdul-Manan SadickAbdul-Manan Sadick, M H Issa
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.

History

Journal

Indoor and built environment

Volume

27

Issue

9

Pagination

1272 - 1286

Publisher

Sage Publication

Location

London, Eng.

ISSN

1420-326X

eISSN

1423-0070

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2017, The Authors