Auditory and mental well-being of teachers in urban noise environment: A partial least square structural equation model approach

Abstract

Urban noise pollution significantly impacts public health, particularly affecting those in constant exposure, such as schoolteachers in urban areas. This study addresses the critical gap in understanding how persistent traffic noise impacts teachers’ auditory and mental health, a key concern given their essential role in educational outcomes. The necessity of this research is underscored by the potential for noise-induced disturbances to impair teaching effectiveness and teachers’ quality of life. The research question investigates the specific auditory and mental health outcomes for teachers working in noise-polluted environments. The study quantitatively measures hearing acuity and assesses mental well-being among teachers in five urban schools adjacent to high-traffic areas using audiometric assessments and a socio-acoustic questionnaire. Findings indicate a varied degree of noise-induced hearing loss (NIHL), with 36% of the participants exhibiting mild while 8% showing moderate hearing loss. The obtained value of hearing handicap ranges from 2.1 to 14.4%. However, these results for hearing handicaps were found to be less significant, indicating the non-considerable impact of classroom noise on the auditory health of teachers. Furthermore, through exploratory factor analysis (EFA) and principal component analysis (PCA), five critical factors impacting teachers’ well-being were identified: Physiological Impact, Acoustics, Ambient Environment, Social Awareness, and Mental Well-being. Subsequent analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that physiological impact and classroom acoustics, with path coefficients of 0.45 and 0.28, respectively, exerted a substantial and decisive influence on the mental well-being of schoolteachers, highlighting the critical role of environmental factors in shaping their psychological health. These insights underscore the pressing need for immediate interventions in school design and urban planning to effectively reduce noise pollution and protect the well-being of teachers.