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Occupants' indoor environmental quality satisfaction factors as measures of school teachers' well-being

机译：占用者的室内环境质量满意度因素作为学校教师幸福感的衡量标准

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Most studies that investigated the impact of buildings' indoor environmental quality (IEQ) focused on office buildings, with those studying schools focusing on the impact on students' well-being rather than teachers'. Additionally, most of these studies limited their assessment of well-being to occupants' satisfaction with IEQ factors (e.g. thermal comfort and lighting), overlooking essential aspects related to psychological, social, and physical well-being. This paper presents results of a study conducted in 32 schools in Manitoba, Canada, to investigate the extent to which occupants' IEQ satisfaction factors can be used as measures of teachers psychological, social, and physical well-being. The study involved adapting, deploying and refining an existing IEQ satisfaction survey; and developing, deploying, refining and validating three new surveys to evaluate teachers' psychological, social and physical well-being in schools. Three existing validated well-being surveys in the literature for assessing generic psychological, social and physical well-being were also deployed with the other surveys to teachers in the 32 schools. The association analyses between these different surveys found ventilation and thermal comfort to be the most significant measure of teachers' physical well-being with moderately positive correlations, while lighting and acoustics and privacy were insignificant measures of well-being, thus reinforcing the need to distinguish between occupants' IEQ satisfaction and their well-being in future research. The newly developed well-being surveys include some factors not found in the existing generic well-being surveys and are therefore likely to produce the most representative assessment of teachers' wellbeing for detailed IEQ impact investigation. (C) 2017 Elsevier Ltd. All rights reserved.
机译：大多数研究建筑物的室内环境质量（IEQ）影响的研究都集中在办公楼上，而研究学校的研究则集中在对学生福祉的影响上，而不是对教师的影响上。此外，这些研究大多数都将其对幸福感的评估限于乘员对IEQ因素（例如，热舒适性和照明）的满意度，而忽略了与心理，社会和身体幸福感相关的基本方面。本文介绍了在加拿大曼尼托巴省的32所学校进行的一项研究的结果，以调查在何种程度上可以将居住者的IEQ满意度因素用作衡量教师心理，社会和身体健康的指标。该研究涉及调整，部署和完善现有的IEQ满意度调查；以及开发，部署，完善和验证三个新的调查，以评估教师在学校的心理，社会和身体健康状况。文献中还进行了三项现有的经过验证的幸福感调查，以评估一般的心理，社会和身体福祉，其他调查也被部署到了32所学校的教师中。这些不同调查之间的关联分析发现，通风和热舒适度是衡量教师身体健康的最重要指标，并具有适度的正相关关系，而照明，声学和隐私则不是对幸福感的重要衡量指标，因此加强了区分的必要性居住者对IEQ的满意度和他们未来的健康状况之间的关系。新开发的幸福感调查包括一些在现有的一般幸福感调查中未发现的因素，因此，对于详细的IEQ影响调查，可能会产生最具代表性的教师幸福感评估。 （C）2017 Elsevier Ltd.保留所有权利。

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