The main aim in this paper was to elucidate teachers' response structures due to noiseannoyance. Questionnaires from 161 teachers (21-65 years) were analysed. The resultshowed that a majority of the participants rated chatter as the most disturbing sound in theirworking environment. The result underlined that stress symptoms acted as distractors ofongoing activity, which in turn led to a higher degree of disturbance. The obtained responsestructures for annoyance reaction and associated characteristics of importance, control andpredictability showed a good fit in the proposed model.
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