The Impact of Schools’ Indoor Environmental Quality and Physical Conditions on Teachers’ Well-Being
School teachers spend a significant amount of their work time indoors, highlighting the need for research that investigates the impact of Indoor Environmental Quality (IEQ) on their well-being. A review of the literature shows that existing IEQ studies limited the definition of well-being to occupants’ satisfaction with IEQ and that existing well-being evaluation tools are context-free and thus do not take into account the unique characteristics of specific environments. The goal of this research is to evaluate teachers’ psychological, social and physical well-being in relation to school buildings’ physical and IEQ conditions. The research will bring together faculty members from the Department of Civil Engineering and the Department of Educational Administration, Foundations and Psychology, and will be conducted in partnership with the Government of Manitoba Public School Finance Board and two school divisions in Southern Manitoba. Research methods will entail using a comprehensive methodology to evaluate IEQ in select classrooms in nine schools using electronic sensors, with a condition building assessment of those classrooms conducted at the same time. A comprehensive well-being survey will also be administered to the teachers working in those school divisions. This research will deliver a comprehensive methodology to evaluate the impact of schools’ IEQ on well-being, setting the stage for a larger study to be funded by the Canadian Institutes of Health Research. It will contribute to developing a body of knowledge that can be used to deliver school buildings that maximize schools’ IEQ and teachers’ well-being, informing strategic decisions regarding them.
Principal Investigator(s): Mohamed Issa
Research Assistant (s): Abdul-Manan Sadick
Funding Source(s): University of Manitoba - University Research Grants Program
Funding Amount: $7,500
Project Duration: July 2016-June 2017