Workplace Well-Being and Classroom Space: An Exploratory Survey of K–12 Music Teachers

Abstract

Abstract Kindergarten through 12th-grade (K–12) music teachers spend much of their professional lives occupying physical workspaces like classrooms and offices. Given that teachers occupy these spaces for extended periods of time, the impact of these spaces on teacher well-being should be considered. This exploratory survey study examined the relationships between K–12 music teachers’ workplace well-being and perceptions of the physical classroom spaces. A questionnaire was completed by 484 music teachers who were members of the National Association for Music Education. The questionnaire included the Workplace PERMA Profiler (a measure of workplace well-being) and the Structural, Physical, and Campus Environment Survey (a measure of teachers’ perceptions of their classrooms). Higher levels of well-being were positively correlated with favorable perceptions of classroom space. Scale and aesthetics, the visual environment, and spatial environment elements were the strongest predictors of well-being. Taking statistical and textual data together, specific features including windows, good natural light, quality and controllable lighting, aesthetically pleasant (e.g., decorations and colors) rooms, ample space and storage, comfortable temperatures, good organization, and control over the classroom space had the largest positive impact on well-being among the participating teachers.