Prevalence of Voice Disorders among University Teachers

Abstract

Background: Voice disorders pose a significant occupational hazard for individuals in voice-demanding professions, notably university professors. The complexity and frequency of these disorders highlight the need for a deeper understanding of their prevalence, severity, and the impact on affected individuals. Objective: This study aimed to investigate the prevalence and severity of voice disorders among university professors, examining the differences in occurrence between genders and identifying potential risk factors contributing to these conditions. Methods: Employing an observational cross-sectional study design, data were collected from a sample of 390 university professors from various institutions. Participants were assessed for voice disorders using a comprehensive voice handicap questionnaire. The severity of voice disorders was categorized into mild, moderate, and severe based on self-reported symptoms. Statistical analysis was conducted using SPSS version 26 to analyze demographic information, with percentages calculated for qualitative data and mean and standard deviation for quantitative data. Results: The study found that 57.7% of participants experienced mild voice disorders, 22.8% moderate, and 19.5% severe, indicating a significant prevalence of voice issues among university professors. Gender analysis revealed that males exhibited a higher prevalence (58.5%) compared to females (41.5%), yet females reported greater severity in their conditions. Additionally, age-related differences suggested younger professors were more susceptible to voice disorders. Conclusion: Voice disorders are notably prevalent among university professors, with significant variations in severity observed between genders. These findings underscore the importance of implementing preventive measures and vocal hygiene programs tailored to the needs of those in voice-intensive occupations. Addressing these issues is vital for maintaining vocal health and ensuring the longevity of professionals' careers in education.