Assessment of school buildings’ physical conditions and indoor environmental quality in relation to teachers’ satisfaction and well-being
Notice bibliographique
Résumé
Building indoor spaces are enclosed by elements including walls, windows, and floors; however, the physical conditions of these elements are not assessed in indoor environmental quality (IEQ) studies. IEQ field observations have focused on recording the presence of elements like operable windows and building characteristics like floor finish type. Additionally, existing building condition assessment instruments were not conceptualized with IEQ enhancement as a prime objective. Most IEQ studies have restricted the definition of occupants’ well-being to IEQ satisfaction while existing well-being measures in the social sciences literature are generally context-free and would likely exclude well-being dimensions unique to teachers in school context. Therefore, there is limited evidence on how physical conditions of building elements influence indoor environments and subsequently building occupants especially teachers in school context given that most IEQ studies in schools have centered on students. This two-stage research, conducted in 32 schools in southeastern Manitoba province, assessed the impact of school buildings’ physical and indoor environmental conditions on teachers’ IEQ satisfaction and well-being. Stage one focused on developing an IEQ-related building condition assessment instrument to assess physical conditions of classroom space envelope elements, and an IEQ field measurement protocol for schools. Additionally, an existing IEQ satisfaction survey was adapted for teachers, and preliminary surveys developed for assessing teachers’ well-being in school context only. Stage two included conducting IEQ-related building condition assessments and IEQ field measurements in 10 of the 32 schools. Additionally, the adapted IEQ satisfaction survey and the preliminary well-being surveys were administered to teachers in all 32 schools. The results suggested that physical conditions of space enclosing elements were likely to influence classroom environments and teachers. For example, low and high concentrations of particulate matter were likely to have negative and positive effects respectively on teachers’ IEQ satisfaction based on IEQ-related openings defects. No statistically significant direct impact of schools’ indoor environment on teachers’ well-being was found; however, an indirect impact was suggested through their IEQ satisfaction. Findings of this exploratory research would contribute to developing school buildings’ operation and maintenance strategies with enhancement of occupants’ satisfaction and well-being as a prime objective.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».