Noise, Screaming and Shouting: Classroom Acoustics and Teachers' Perceptions of Their Voice in a Developing Country

Autor/inn/en	Pillay, Dhanashree; Vieira, Bianca L.
Titel	Noise, Screaming and Shouting: Classroom Acoustics and Teachers' Perceptions of Their Voice in a Developing Country
Quelle	In: South African Journal of Childhood Education, 10 (2020) 1, Artikel 681 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pillay, Dhanashree) ORCID (Vieira, Bianca L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Acoustics; Construction Needs; Urban Schools; Classroom Environment; Teacher Attitudes; Verbal Communication; Foreign Countries; Work Environment; Classroom Design; Developing Nations; School Buildings; Educational Facilities Improvement; South Africa + Suchen Sie Ihr Suchwort? Akustik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima; Lehrerverhalten; Ausland; Arbeitsmilieu; Klassenraumgestaltung; Developing country; Developing countries; Entwicklungsland; School building; Schulgebäude; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The vocal demand on teachers may predispose them to vocal difficulties. This concern is exacerbated by unfavourable classroom acoustics and a large number of learners in a classroom in developing countries such as South Africa. There is a dearth of classroom acoustic protocols in South Africa, which intensifies the effect of noise on teachers as well as learners. Aims: The aims of this study were to determine the acoustic properties within the teaching environments and to fix the foundation-phase teachers' perceptions of their voice. Setting: The study was conducted in Foundation Phase classrooms in South Africa. Methods: A classroom acoustical screening survey was utilised to conduct classroom observations. A voice handicap questionnaire was used to determine teachers' perceptions. Results: There were two sample groups: ten schools with 31 foundation-phase classrooms and 31 teachers. Teachers perceived that their voices are affected by occupational demands, with predominantly physical symptoms being reported. Excessive background noise levels were evident in all classrooms. Air traffic noise and noise from adjoining classrooms were the main contributors. Conclusion: The need for classroom acoustic specifications and design of classrooms are essential as both teachers and learners experience the effects of noise exposure. The implementation of noise reduction in classrooms has the potential to improve the performance of teachers and learners. In a developing country, schools are unique institutions in terms of structure, and therefore additional research is required to determine what building structures may be beneficial for future school buildings. The findings could assist developing countries in the formulation of polices that align with the best practices for acoustically suitable educational settings that benefit both teachers and learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01