Relationships between self-evaluations of voice and working conditions, background factors, and phoniatric findings in female teachers

Ilomäki, Irma; Leppänen, Kirsti; Kleemola, Leenamaija; Tyrmi, Jaana; Laukkanen, Anne-Maria; Vilkman, Erkki

doi:10.1080/14015430802042013

Cited by 50 publications

(48 citation statements)

References 33 publications

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“…Despite the large number of studies of teachers' voices today, there is still no consensus about the criteria for defining a voice disorder [58]. Commonly, the definition has been based on the number and frequency of symptoms of voice disorders [5,8,21] or on the clinician's observations of laryngeal findings or on remarks on the voice quality *21, 22+.…”

Section: Discussionmentioning

confidence: 99%

“…Most studies that have included laryngeal examinations in investigations of teachers' voices have been unable to establish a connection between the laryngeal status and the subjective symptoms: Urrutikoetxea et al [4] examined 1 046 teachers and found structural deviations in 20.8%. Ilonmäki et al [21] found severe organic changes in 14% of the 78 pre-school teachers investigated. Sala et al [8] made organic findings in 29% of 262 teachers.…”

Section: Lindestad Et Al Found That Laryngeal Adduction Asymmetries mentioning

confidence: 99%

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How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

2012

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ObjectivesThis randomized case-control study compares teachers with self-reported voice problems, to age, gender and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, and personality, psycho social and coping aspects, searching for causative factors of voice problems in teachers. MethodsSubjects and controls, recruited from a teacher-group in an earlier questionnaire study, underwent examinations of the larynx by High-Speed Imaging and Kymograms; voice recordings; Voice Range Profile; audiometry; self assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping ; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. ResultsThe subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery-time from voice problems, and scored higher on all subscales of the Voice Handicap Index-T. ConclusionsThe results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the time for recovery. The results also underline the importance of using self-assessed reports of voice dysfunction 1 Background and aim

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Section: Discussionmentioning

confidence: 99%

Section: Lindestad Et Al Found That Laryngeal Adduction Asymmetries mentioning

confidence: 99%

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

2012

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“…The employment of active learning methods, in which the students are involved and feel like co-builders of knowledge, may possibly result in a more effective learning and in the conservation of teachers' voices (19,21) . The relationship between type of class and noise generated by the students in the classroom requires further studies in order to broaden the understanding of this issue.…”

Section: Discussionmentioning

confidence: 99%

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Servilha

Delatti

2014

Audiol., Commun. Res.

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Purpose: To identify the perceptions of university students about the noise in the classroom and its consequences on learning quality. Methods:The participants were 100 healthcare undergraduate students from ten noisy classrooms indicated by their teachers. They completed a questionnaire with open and closed questions about the presence, source, type, and valuation of noise, its impact on lessons and strategies to minimize it. The closed responses were descriptively analyzed, and compared among courses. Results: Mean age was 21.3 years, female predominance (85%) and unmarried (91%). The university and the classrooms were considered noisy by the students; they indicated themselves as the largest source of noise; they react to noise with an effort to listen, difficulty in concentration and irritation which interfere in learning, grades and health. In noisy conditions, the students ask for silence, to sit in front of the class or to study at home. Conclusion:Students identified noise as a harmful factor for the teaching-learning process, realized their role in this context and were proactive in creating an environment compatible to learning.

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“…The way in which the teacher assesses his own voice, the knowledge he has of it and how to deal with it at work as well as his vocal habits have been subjects of interest of many researchers 4,13,24,25 . An exploratory and descriptive study was conducted with university professors, with the purpose of investigating these professionals' verbal and non-verbal expressive resources in an experimental situation 26 .…”

Section: Methodsmentioning

confidence: 99%

Conhecimento vocal e a importância da voz como recurso pedagógico na perspectiva de professores universitários

Servilha

Costa

2015

Rev. CEFAC

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OBJETIVO: investigar o conhecimento vocal e sua importância como recurso pedagógico em professores universitários. MÉTODOS: participaram 112 docentes, média de 46,60 anos, 35,7% do sexo masculino e 64,3% do feminino, 66,1% doutores. Utilizou-se o questionário Condições de Produção Vocal-Professor, adaptado pela pesquisadora, além da inserção de novas questões abertas e fechadas de interesse para o estudo, as quais foram assinaladas em uma escala analógica de zero a dez. Foram coletadas amostras de voz dos professores e analisadas por avaliação fonoaudiológica. As questões fechadas receberam tratamento estatístico, considerando-se a média das notas autorreferidas, em cada variável pesquisada. Os resultados foram correlacionados a partir das variáveis: sexo e presença/ausência de alteração vocal. Organizaram-se as respostas das questões abertas por similaridade de conteúdo e frequência de ocorrência. RESULTADOS: constatou-se associação significante entre sexo feminino e voz fina, fadiga e perda da voz; presença de distúrbio de voz e autorreferência à voz fraca, rouquidão, voz insuficiente para o trabalho e fadiga vocal. Os professores participaram da pesquisa para colaborar e melhorar a voz na docência; mudariam suas vozes nos aspectos de intensidade, tom e modulação; os recursos vocais mais utilizados em sala de aula foram variação de tom e intensidade, modulação e pausas; e quando a voz está alterada, recorrem ao repouso vocal e à hidratação. Atribuiu-se a média de 9,42 para a voz como recurso pedagógico. CONCLUSÃO: o conhecimento vocal dos participantes foi apropriado e eles avaliaram a voz como recurso pedagógico essencial.

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Relationships between self-evaluations of voice and working conditions, background factors, and phoniatric findings in female teachers

Cited by 50 publications

References 33 publications

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Conhecimento vocal e a importância da voz como recurso pedagógico na perspectiva de professores universitários

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