Voice Disorder and Burnout Syndrome in Teachers

Mota, Aline Ferreira de Brito; Giannini, Susana Pimentel Pinto; Oliveira, Iára Bittante de; Paparelli, Renata; Dornelas, Rodrigo; Ferreira, Léslie Piccolotto

doi:10.1016/j.jvoice.2018.01.022

Cited by 44 publications

(48 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies showed that the prevalence of a voice disorder in this group ranged from 10 to 70% [3,4]. Many teachers suffer from various voice issues such as throat discomfort [5], vocal fatigue [5,6], and hoarseness [7,8,9,10]. It has been also reported that, in severe cases, they experience voice disorders such as vocal nodules [11].…”

Section: Introductionmentioning

confidence: 99%

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Byeon

2019

IJERPH

View full text Add to dashboard Cite

Background and Objectives: Identifying the risk factors of teachers’ voice disorders is very important for preventing voice disorders and the recurrence of them. This meta-study identified risk factors associated with teachers’ voice disorders through systematic review and meta-analysis and provided basic data for preventing them. Materials and Methods: This study collected literature on the risk factors of teachers’ voice disorders using six databases (i.e., CINAHL, EBSCO, PUBMED, SCOPUS, Web of Science, and Springer Link). Search was limited to studies published between 1 January 2000 and 15 October 2018, and a total of 16 publications were selected for the analysis of this study. The quality of selected literature was assessed using the “Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields”. The effect size was analyzed by odds ratio and 95% confidence interval. Results: The results of the quality assessment ranged from 20 to 24 points with six strong studies and ten good studies. The meta-analysis showed that gender, upper airway problems, caffeine consumption, speaking loudly, number of classes per week, and resignation experience due to voice problems were the major risk factors of teachers’ voice disorders. On the other hand, age, number of children, drinking, physical activity, smoking, water intake, singing habits, duration of teaching, perception of noise inside the school, number of classes per day, noise assessment inside the classroom, and perception of technology and instruments inside the workplace were not significantly related to voice disorders. Conclusions: Longitudinal studies should be conducted in the future to confirm causality between voice disorders and risk factors based on the results of this study.

show abstract

Section: Introductionmentioning

confidence: 99%

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Byeon

2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Ahlander, Rydell and Lofqvist (2011), analyzing the influence of the age of math teachers on the quality of their performance, come to the conclusion that teachers who experience problems with voice also face problems in teaching. Ageing teachers suffering from the burnout syndrome often experience voice disorders (Mota et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Age Heterogeneity of STEM Educators

Sibgatullina

Utemov

Galushkin

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016-2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.Keywords: STEM education, age heterogeneity of teachers, age structure of the pedagogical community, seniority of teachers, normal distribution of age groups

show abstract

“…Currently, teaching is considered one of the most stressful occupations among those involving interpersonal relationships [12], especially in problematic contexts such as those commonly found in developing countries. As such, the level of stress in schoolteachers in Brazil tends to be negatively affected by many factors, for example, inadequate working environments with excessive students per class and extensive working hours [6,11,13,14]. In addition, the context of vulnerability in which they work seems to pose a high level of complexity to traditional teaching practices, most commonly related to ensuring the academic development of students [4,5,13].…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Burnout Syndrome for Public Schoolteachers in the Brazilian Context: A Systematic Review

Montoya¹,

Glaz²,

Pereira

et al. 2021

IJERPH

View full text Add to dashboard Cite

The aim of this systematic review was to examine the prevalence of burnout-related symptoms in Brazilian schoolteachers who work in public schools. The literature search was conducted using the following databases: PubMed-MEDLINE, Scopus, and Web of Science. Peer-reviewed studies published in English, Spanish, or Portuguese were considered for inclusion. A total of 2106 records were identified through database searching and 7 additional studies were identified through other sources. Based on the inclusion and exclusion criteria, 19 studies were included in the systematic review. Burnout syndrome prevalence was assessed through seven distinct questionnaires. Overall, the majority of the studies presented high methodological quality. Brazilian schoolteachers exhibited high levels of emotional exhaustion (21–69%), high or moderate degrees of depersonalization (8–32%), and high levels of personal realization and enthusiasm toward the job (30–90%). From these data, it is possible to infer that Brazilian schoolteachers are, in general, affected by burnout syndrome. However, and, surprisingly, they seem to be motivated and idealistic, as demonstrated by their high levels of personal realization and enthusiasm toward the job (30–90%). This likely favors the implementation of programs designed to avoid or reduce burnout, deal with stress, and enhance teaching quality.

show abstract

Voice Disorder and Burnout Syndrome in Teachers

Cited by 44 publications

References 26 publications

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Age Heterogeneity of STEM Educators

Prevalence of Burnout Syndrome for Public Schoolteachers in the Brazilian Context: A Systematic Review

Contact Info

Product

Resources

About