The Impact of Voice Disorders Among Teachers: Vocal Complaints, Treatment-Seeking Behavior, Knowledge of Vocal Care, and Voice-Related Absenteeism

Abstract

Summary: Objectives. Teachers are at increased risk for developing voice disorders. Occupational risk factors have been extensively examined; however, little attention has been paid to the consequences of the vocal complaints. The objective of this study was to investigate the knowledge that teachers have about vocal care, treatment-seeking behavior, and voice-related absenteeism. Methods. The study group comprised 994 teachers and 290 controls whose jobs did not involve vocal effort. All participants completed a questionnaire inquiring about vocal complaints, treatment-seeking behavior, voice-related absenteeism, and knowledge about vocal care. Comparisons were made between teachers with and without vocal complaints and with the control group. Results. Teachers reported significantly more voice problems than the control population (51.2% vs 27.4%) (c 2 ¼ 50.45, df ¼ 1, P < 0.001). Female teachers reported significantly higher levels of voice disorders than their male colleagues (38% vs 13.2%, c 2 ¼ 22.34, df ¼ 1, P < 0.001). Teachers (25.4%) sought medical care and eventually 20.6% had missed at least 1 day of work because of voice problems. Female teachers were significantly more likely to seek medical help (c 2 ¼ 7.24, df ¼ 1, P ¼ 0.007) and to stay at home (c 2 ¼ 7.10, df ¼ 1, P ¼ 0.008) in comparison with their male colleagues. Only 13.5% of all teachers received information during their education. Conclusions. Voice disorders have an impact on teachers' personal and professional life and imply a major financial burden for society. A substantial number of teachers needed medical help and was obligated to stay at home because of voice problems. This study strongly recommends the implementation of vocal education during the training of teacher students to prepare the vocal professional user.

Efeito do ruído na voz de educadoras de instituições de educação infantil

“…High occurrence of alteration was observed in the vocal assessment performed with the GRBAS scale, in agreement with the literature review, 24 although the methodological procedures have been varied.…”

“…An association between mildly or moderately altered voice and exposure to noise levels that are considered inadequate was observed, as is shown in the literature, which indicates that the changes in the activities of the muscles related to vocal production, in an attempt to overcome the noise, will possibly lead to vocal quality deterioration. 3,4,9,10,15,16,23,24 Another study has found an association between high noise levels and vocal alteration in teachers of one out of three analyzed schools. 13 The adhesion of all the invited educators shows interest and need of research in the voice area in this professional category.…”

“…2,6,24 It is necessary to implement actions that lead to the effective reduction in dysphonia within the teaching category, preferably during professional education. 2,4,16,24 These actions should consider behavioral and health aspects, work environment and organization, in addition to questions of relationship with students, families and the institutions' management. It is necessary to move from the preventive and individual focus towards health promotion targeted at the collective dimension.…”

“…3,9,15,19,20 The union between informative or indirect approaches and more direct approaches seems to be the tendency of current studies in the area, as both complement one another. 7 A recent literature review 24 about high prevalence of vocal alteration among teachers argues that the main risk factors are: more advanced age and more years working as teachers, female sex, psychoemotional alterations, stress, high number of students per classroom and excessive background noise.…”

Associação entre o tempo de magistério e a autoavaliação vocal em professores universitários: estudo observacional transversal

“…These results indicate that, in the sample studied, the time during which the subjects have been using their voices professionally has not compromised voicerelated quality of life yet. On the other hand, studies carried out with elementary school teachers 18,19 using quality of life and voice protocols showed that the longer the teaching experience, the more negative the individual's perception is regarding their physical, psychological, and social status.…”