Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

Abstract

Purpose: Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared vocal loading of kindergarten and elementary school teachers; professional and non-professional vocal load was determined for both groups.Method: Twelve kindergarten and twenty elementary school female teachers without voice problems were monitored during one workweek using the Ambulatory Phonation Monitor.Vocal loading parameters analyzed were F0, SPL, time dose, distance dose and cycle dose.Results: Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and non-professional environments. Professional and non-professional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups.Conclusions: The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study

“…26 Taking this into account, professional voice SPLs measured in music theory teachers in the present study (females = 93 dB; males = 90 dB) are substantially higher than those previously found in kindergarten (82 dB) and primary schoolteachers (80 dB). 11 The same holds true of mean professional F0s, which are also considerably higher in female music theory teachers (282 Hz) than in female kindergarten (268 Hz) and primary schoolteachers (253 Hz). Finally, professional phonation time was also higher in music theory teachers (females = 33%; males = 28%) than in female kindergarten (21%) and primary schoolteachers (20%).…”

“…This is shown by a comparison of the current data with findings obtained by Remacle et al, 11 who used an ambulatory phonation monitor (APM) to investigate vocal loading in female kindergarten and primary schoolteachers in professional and extra-professional contexts. APM and VoxLog may show minor deviations in their output due to software and hardware differences.…”

“…In this respect, these results are in line with past research findings on classroom teachers' vocal loading. 11,19,21 Apparently, music theory teachers face higher occupational vocal demands than classroom teachers.…”

“…Voice accumulation research on teachers' voices has led to three important findings, which provide the background for this study: (1) Vocal loading is higher in teachers than in the general population, 18 (2) teachers' vocal loading is higher at work than during their free time, 11,[19][20][21] and (3) certain subgroups of teachers show different vocal loading patterns. 10,11 Music teachers, in particular, must cope with much higher vocal loading than regular schoolteachers. 10 To date, the specific population of music theory teachers has not been investigated.…”

“…10 It is thought to be mostly determined by voice sound pressure level (SPL), fundamental frequency (F0) and phonation time. 11 Titze et al [12][13][14] introduced five vocal doses to determine the impact of repeated vocal fold vibrations on the exposed tissue over some selected durations of measurement: time dose (i.e., total phonation time), cycle dose (i.e., total vocal fold vibration cycle), distance dose (i.e., total distance covered by the vocal folds), energy dissipation dose (i.e., total amount of heat created by the vocal folds), and radiated energy dose (i.e., total energy emitted by the mouth). Rantala and Vilkman 15 had previously described cycle dose as the vocal loading index (VLI); it depends crucially on phonation time and voice F0.…”