Vocal fatigue among Brazilian public teachers during remote teaching: a multicenter study

Abstract

Purpose To analyze teachers’ self-perception of vocal fatigue and its relationship with the amount of the speech and loudness, vocal disorders, mask usage, and working conditions. Methods A multicenter, exploratory, observational, analytical, and cross-sectional study of the web survey type during the period of emergency remote teaching. Convenience sampling was used, comprising 263 public school teachers from the cities of Belo Horizonte, Campinas, São Paulo and Salvador, working inEducation. The Google form was sent with sociodemographic, work and health questions, use of a face mask, in addition to self-assessment protocols and self-assessment Voice Disorder Screening Index (VDSI), Degree of Speech Quantity and Vocal Intensity (DSQVI), and Vocal Fatigue Index (VFI). Results Most of the teachers showed a suspected vocal disorder (55.9%) and perceived vocal fatigue (83.7%), with good voice recovery after rest (74.5%). There was a statistical association between self-perceived vocal fatigue and suspected voice disorder (OR: 25.64 / CI: 95% 7.60-86.45) and working in high school (OR: 0.35 / CI: 95%: 0.16-0.76). Conclusion Teachers reported a high prevalence of vocal fatigue, with satisfactory voice recovery while conducting online classes during the pandemic. The presence of vocal disorder increased the likelihood of self-perceived vocal fatigue symptoms, and working in high school reduced this likelihood.