Abstract:
The purpose of this study was to investigate the prevalence of noise sensitivity in the secondary teacher population and how it related to personality traits. A further aim was to determine if teachers of certain subjects, particularly those exposed to high noise levels, had increased levels of noise sensitivity. Thirdly, the study examined the association between noise sensitivity and anxiety amongst this population. Finally, coping strategies were examined in relation to dealing with noise sensitivity, with a particular focus on the classroom environment. A quantitative and qualitative method was applied. An online questionnaire was sent to all members of the Post-Primary Teachers Association (PPTA) in New Zealand, which consisted of Weinstein’s Noise Sensitivity Scale and the Big Five Inventory. An interview was then conducted with volunteer participants to examine coping strategies as outlined by the Coping Strategies Questionnaire. The results of the online questionnaire (n = 151) indicated a high level of noise sensitivity in the participant group. Noise sensitivity was associated with the personality trait Neuroticism for both genders. It was also found that those male teachers of a ‘Noisy’ subject had more noise sensitivity than those teaching other subjects. No association was found for females. In addition, anxiety had a positive correlation with noise sensitivity, which suggested that those with high anxiety had more noise sensitivity. Finally, the coping strategies used by the participants were generally avoidance-based, which involved Coping Self-Statements or Ignoring Sensations. The principal conclusion from the study was that noise sensitivity is highly prevalent amongst this teaching population and negatively impacts the health and well-being of these individuals. It may be necessary to implement some form of management plan to help these teachers cope with this issue, particularly in their workplace environment.