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Exploration of the effects of classroom humidity levels on teachers' respiratory symptoms.

ABSTRACT: Previous studies indicate that teachers have higher asthma prevalence than other non-industrial worker groups. Schools frequently have trouble maintaining indoor relative humidity (RH) within the optimum range (30-50 %) for reducing allergens and irritants. However, the potential relationship between classroom humidity and teachers' health has not been explored. Thus, we examined the relationship between classroom humidity levels and respiratory symptoms among North Carolina teachers.Teachers (n = 122) recorded daily symptoms, while data-logging hygrometers recorded classroom RH levels in ten North Carolina schools. We examined effects of indoor humidity on occurrence of symptoms using modified Poisson regression models for correlated binary data.The risk of asthma-like symptoms among teachers with classroom RH >50 % for 5 days was 1.27 (95 % Confidence Interval (CI) 0.81, 2.00) times the risk among the referent (teachers with classroom RH 30-50 %). The risk of cold/allergy symptoms among teachers with classroom RH >50 % for 5 days was 1.06 (95 % CI 0.82, 1.37) times the risk among the referent. Low RH (<30 %) for 5 days was associated with increased risk of asthma-like [risk ratio (RR) = 1.26 (95 % CI 0.73, 2.17)] and cold/allergy symptoms [RR = 1.11 (95 % CI 0.90, 1.37)].Our findings suggest that prolonged exposure to high or low classroom RH was associated with modest (but not statistically significant) increases in the risk of respiratory symptoms among teachers.

SUBMITTER: Angelon-Gaetz KA

PROVIDER: S-EPMC4873430 | biostudies-literature | 2016 Jul

REPOSITORIES: biostudies-literature

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Exploration of the effects of classroom humidity levels on teachers' respiratory symptoms.

Angelon-Gaetz Kim A KA Richardson David B DB Marshall Stephen W SW Hernandez Michelle L ML

International archives of occupational and environmental health 20160127 5

<h4>Purpose</h4>Previous studies indicate that teachers have higher asthma prevalence than other non-industrial worker groups. Schools frequently have trouble maintaining indoor relative humidity (RH) within the optimum range (30-50 %) for reducing allergens and irritants. However, the potential relationship between classroom humidity and teachers' health has not been explored. Thus, we examined the relationship between classroom humidity levels and respiratory symptoms among North Carolina teac ...[more]

PMID: 26814540

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Project description:BackgroundTeacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers' self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher-student relationship, classroom management, and classroom disruptions.MethodsIn a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher-student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers' and students' perceptions of classroom disruptions, teacher-student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students' ratings, representing rather "objective" classroom features.ResultsIn class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher-student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher-student relationships, and classroom management, from both the teachers' and students' perspectives.ConclusionsThe results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher-student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.

Dataset Information

Exploration of the effects of classroom humidity levels on teachers' respiratory symptoms.

Publications

Exploration of the effects of classroom humidity levels on teachers' respiratory symptoms.

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