Psychological effects of classroom noise on early childhood teachers

Leonid Grebennikov*, Mark Wiggins

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)


The aim of this research was to examine the relationship between exposure to classroom noise and the psychological well-being of full-time teaching staff in 14 preschool settings located across Western Sydney. The participants comprised 25 teachers, each of whom was administered a range of instruments. The results indicated that 40% of teachers were subjected to daily or peak noise exposures beyond the maximum permissible levels according to the Australian Occupational Health and Safety (OH&S) standard. Further, the unique contribution of daily noise dose received by the staff to the prediction of their vocational strain, interpersonal strain, and defensive functioning was evident through multiple regression analyses. It was concluded that vocational strain amongst preschool teachers may be related, in part, to a combination of elevated daily doses of noise, and years of teaching experience.

Original languageEnglish
Pages (from-to)35-53
Number of pages19
JournalAustralian Educational Researcher
Issue number3
Publication statusPublished - Dec 2006
Externally publishedYes


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