Teachers’ Noise Sensitivity and Efforts to Prevent Noise Pollution in School

Yıl 2021, Sayı: 26, 171 - 197, 30.04.2021

Nermin Bulunuz Berna Coşkun Onan Mizrap Bulunuz

Öz

The noise phenomenon at school is one of the factors that may negatively affect school climate. Purpose In this study, the noise sensitivity and coping efforts of classroom teachers who intensely experienced noise phenomenon in their school were determined using basic qualitative research. Method Semi-structured interviews were conducted with the teachers selected for the study group. The collected data were analyzed using thematic analysis. Findings showed that loud noise at school might lead to hypersensitivity in teachers, migraine and prolonged severe headache, difficulty in communicating, tinnitus, difficulty in focusing on lessons, adverse effects on communication and interaction within the family, excessive tiredness and getting distracted, and a reduced tolerance limit, as well as feeling tired and angry. The findings suggest that teachers are in search of a quiet environmentto get away from the noise in the school. They reluctantly try to get used to the noise, and they think of retiring early from the profession. It was understood that teachers acted in various ways to cope with the noise, such as verbally warning noisy students, plugging their ears, closing the door/windows, and going out to the schoolyard to get away from the noise inside the building. Implications the teachers suggested improving the acoustics of the school, using visual stimuli with lights instead of bell sounds, raising the awareness of parents about noise and arranging the schoolyard in such a way that students can release their energies without causing noise.

Anahtar Kelimeler

Noise in school, teachers, sensitivity to noise, physiological and psychological effects of noise

Kaynakça

• Akar, H., Tantekin-Erden, F., Tor, D., & Sahin, I.T. (2010). Ogretmenlerin sinif yonetimi yaklasimlari ve deneyimlerinin incelenmesi. Ilköğretim Online, 9(2), 792-806.
• Ay, S., Yapici, F. S., Kahraman, C., & Erusta, S. (2019). Okullardaki derse giris çikis rutinlerinden zil uygulamalarina iliskin ogrenci ve egitimci görüsleri. in ERPA 2019 Uluslararası Eğitim Kongresi Bildiriler Kitabı (pp. 295-304). Sakarya: Sakarya Universitesi.
• Aydin, B. (2004). Disiplin sorunlari ve çozum yontemleri konusunda ogretmenlerin gorusleri. Kuram ve Uygulamada Egitim Yonetimi, 39, 326-337.
• Bilgin, I., Aktas, I., & Cetin, A. (2014). İIsbirlikli ogrenme teknikleri hakkinda ogretmen ve ogrenci gorulerini karsilaşstirmali olarak incelenmesi. Bartın Universitesi, Egitim Fakultesi Dergisi, 3(2), 337-367.
• Bulunuz, N. (2014). Noise pollution in Turkish elementary schools: Evaluation of noise pollution awareness and sensitivity training. International Journal of Environmental & Science Education, 9, 215-234.
• Bulunuz, M., & Akyun, C. (2019). Bursa’da bir devlet okulundaki gurultu duzeyi ve akustik ortamın degerlendirilmesi. Milli Eğitim, 48(1), 535-552.
• Bulunuz, M., Bulunuz, N., & Tuncal, J. K. (2017). Akustik iyilestirme yapilmis bir okulda gurultu duzeyinin degerlendirilmesi. Egitimde Kuram ve Uygulama, 13(4), 637-658.
• Can, N., & Ermeydan, M. (2017). Disiplin sorunlari ve sinif yonetimine iliskin ogretmen ve yonetici gorusleri. Kahramanmaras Sutcu Imam Universitesi Eğitim Dergisi, 1(1), 38-58.
• Cohen, S., Evans, G. W., Krantz, D. S., & Stokols, D. (1980). Physiological, motivational, and cognitive effects of aircraft noise on children. American Psychologist, 35, 231- 243.
• Creswell, J. W. (2013). Nitel arastirma yontemleri: Bes yaklasima gore nitel arastirma ve arastirma desenleri. (3th ed.). (Trans. Ed. M. Bütün, & S. B. Demir). Ankara: Siyasal Kitabevi.
• Creswell, J.W. (2017). Nitel araştırmacılar için 30 temel beceri (Trans: Hasan Ozcan). Ankara: Ani Publishing.
• Cevre ve Sehircilik Bakanligi, [CSB] (2017). Binalarin gurultuye karsi korunmasi hakkinda yonetmelik. https://www.resmigazete.gov.tr/eskiler/2017/05/20170531-7.html
• Grebennikov, L. (2007). Preschool teachers’ exposure to classroom noise. International Journal of Early Years Education, 14(1), 35-44.
• Grebennikov, L., & Wiggins, M. (2006). Psychological effects of classroom noise on early childhood teachers. The Australian Education Researcher, 33(3), 35-53.
• Guremen, L. (2012). Ilkogretim okullarında ic ve dis ortam isitsel konfor kosullarının kullanicilardaki etkisinin degerlendirilmesi uzerine bir çalisma: Amasya kenti ornegi. E- Journal of New World Sciences Academy, NWSA-Engineering Sciences, 7(3), 580-604.
• Jaramillo, A. M. (2014). What do teachers think about noise in the classroom? Journal of the Acoustical Society of America, 135(4), 23-79.
• Jaramillo, A., Ermann, M., & Miller, P. (2013). The teachers’ perspective on noise in the classroom. In Proceedings of Meetings on Acoustics ICA2013, 19 (1), 040126. Acoustical Society of America.
• Hiroto, D. S. (1974). Locus of control and learned helplessness. Journal of Experimental Psychology, 102, 187-193.
• Hendy, D. (2014). Gurultu: Sesin Beseri Tarihi (Trans. Ç. Çidamlı). Istanbul: Kolektif Kitap.
• Kose, S. (2010). Havaalanı cevresindeki okullarda gurultuden rahatsizligin ve siniflarin ic akustik kosullarinin saptanması. [Determination of Annoyance Levels of Noise in The Schools Which Are Located Near Airport and Acoustical Conditions of Calssrooms] (Unpublished master thesis). Istanbul Teknik Universitesi Fen Bilimleri Enstitusu, İstanbul. https://polen.itu.edu.tr/bitstream/11527/8225/1/10249.pdf
• Kristiansen, J., Lund, S. P., Nielsen, P. M., Persson, R., & Shibuya, H. (2011). Determinants of noise annoyance in teachers from schools with different classroom reverberation times. Journal of Environmental Psychology, 31(4), 383-392.
• Kurra S., (2009). Cevre gurultusu ve yonetimi. Bahcesehir Universitesi Yayinlari, İstanbul.
• Lindstrom, F., Waye, K. P., Södersten, M., McAllister, A., & Ternström, S. (2011). Observations of the relationship between noise exposure and preschool teacher voice usage in day-care center environments. Journal of Voice, 25(2), 166-172.
• Merriam, S. B. (2013). Nitel arastirma: Desen ve uygulama için bir rehber. (3rd ed.). (Trans. Ed. S. Turan). Ankara: Nobel Academic Publishing.
• Miles, M. B., & Huberman, A. M. (2015). Genisletilmis bir kaynak kitap: Nitel veri analizi (Trans. Eds.: S. A. Altun & A. Ersoy). Ankara: Pegem Akademi.
• Ozbicakci, F. S., Capik, C., Gordes, N., Ersin, F., & Kissal, A. (2012). Bir okul toplumunda gurultu duzeyi tanilamasi ve duyarlilik egitimi. Egitim ve Bilim, 37(165), 238-245.
• Ozulu, I. S. (1991). Gurultu ve muzik. (Unpublished master thesis) Istanbul Universitesi Sosyal Bilimler Enstitusu, Istanbul. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=Keh6sQzap4ZTp8dqWPlH1FmwlOIcXzfauREEcT2IU99ylypch-WvJvwa58YHIEC-
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
• Poulou, M., & Norwich, B. (2010). Teachers’ perceptions of students with emotional and behavioural difficulties: severity and prevalence. European Journal of Special Needs Education, 15(2), 171-187.
• Saher, K., & Karabocek, B. (2019). Dersliklerde reverberasyon suresi ve gurultu-sinyal oranının yetiskinler ve cocuklarda kelime ayırt etme oranına etkisi. Megaron, 14(3), 385-396.
• Sargent, J.W., Gidman, M.I., Humphreys, M.A., & Utley, W.A. (1980). The disturbance caused to school teachers by noise. Journal of Sound and Vibration, 70(4), 557-572.
• Sezer-Senkal, F. (2015). Kullanici memnuniyetinin konfor kosulları acisindan degerlendirilmesi: Bir egitim binası ornegi. Trakya University Journal of Engineering Sciences, 16(1), 11-19.
• Sahin, K., Senol, E., & Ogel, C. (2016). Isparta sehrinde trafik kaynakli gurultu kirliligi. Journal of International Social Research, 9(43), 1177-1185.
• Tamer-Bayazit, N., Kucukcifci, S., & San, B. (2011). Ilkogretim okullarinda gurultuden rahatsızligin alan çalismalarina bagli olarak saptanmasi. İTÜ Dergisi, 10(2), 169-181.
• Tas, S. (2010). Yenilikci bir egitim anlayisi: Zilsiz okul. Süleyman Demirel Universitesi Fen-Edebiyat Fakultesi Sosyal Bilimler Dergisi, 22, 207-226.
• Tezcan, H., & Demir, Z. (2006). Lise kimya öğretmenlerinin sınıf disiplini hakkındaki görüşleri. Gazi Eğitim Fakültesi Dergisi, 26(1), 101-112.
• Turnuklu, A., & Galton, M. (2001). Students’ misbehaviours in Turkish and English primary classrooms. Educational Studies, 27, 291-305.
• Yildirim, M. C., & Donmez, B. (2008). Yapilandırmaci ogrenme yaklasimi uygulamalarinin sinif yonetimine etkileri uzerine bir calisma. Ilkogretim Online, 7(3), 664-679.
• Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yontemleri (8th ed.). Ankara: Seçkin Publishing.