Long-Term Effects of a Voice Training Program to Prevent Voice Disorders in Teachers

Meier, Birte; Beushausen, Ulla

doi:10.1016/j.jvoice.2019.06.003

Cited by 12 publications

(10 citation statements)

References 19 publications

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“…Teachers teaching larger classes and more weekly hours face a greater risk of VD. This finding aligns with the literature emphasizing the impact of increased vocal demand on teachers, especially in crowded classrooms or when teaching subjects requires heightened vocal projection [ 5 , 6 , 8 ].…”

Section: Discussionsupporting

confidence: 89%

“…Furthermore, some related conditions, such as reflux and allergic rhinitis, demonstrate significant correlations with VD [ 5 , 6 ]. The impact of VD on teachers' professional and personal lives is evident, with a substantial percentage reporting symptoms related to teaching, work absenteeism, and even considering retirement due to voice problems [ 7 , 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…The gender-based disparity in the incidence of VD is another crucial observation. There is a significantly greater prevalence of female teachers than male teachers [ 5 , 8 ]. This finding aligns with the literature, which often attributes the increased vulnerability of females to biological differences, hormonal fluctuations, and societal expectations regarding vocal intensity and pitch [ 2 , 6 , 20 ].…”

Section: Discussionmentioning

confidence: 99%

“…VD encompass a range of conditions affecting the vocal cords and surrounding structures, leading to alterations in pitch, volume, and quality of the voice [ 2 ]. Common manifestations include hoarseness, throat pain, and difficulty sustaining prolonged speech [ 7 , 8 ]. These conditions can be broadly classified into functional and organic disorders, with functional disorders arising from improper voice use and organic disorders involving structural abnormalities [ 1 - 3 ].…”

Section: Introductionmentioning

confidence: 99%

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Voice Disorders Among Teachers in Taif City, Kingdom of Saudi Arabia

Fageeh,

Alotaibi,

Althobaiti

et al. 2024

Cureus

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Background Voice disorders (VD) pose significant challenges for teachers as they impact their professional and personal lives. Teaching requires extensive use of the voice, making teachers particularly susceptible to vocal health issues. VD can hinder the quality of education. Objectives This study aimed to comprehensively explore the prevalence, associated factors, and impact of VD among teachers and their health-seeking behavior regarding VD. Methodology A cross-sectional observational study was conducted in Taif City, Kingdom of Saudi Arabia (KSA), between November and December 2023. The data were collected through a questionnaire covering demographic variables, occupational factors, voice-related symptoms, associated health conditions, and the impact of VD. The statistical analysis was performed using SPSS Statistics version 26 (IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.), and chi-squared tests were used to assess associations. Results The study involved 568 teachers, 61.8% of whom had VD. The study identified significant associations between VD and demographic characteristics, habits, and teaching-related variables. Age, gender, teaching subject, class size, and weekly teaching load were associated with the prevalence of VD. Hoarseness, throat pain, and throat dryness were prevalent symptoms among teachers with VD. The impact of VD on teachers was evident, with a considerable proportion reporting work absenteeism (28.7%) and even contemplating retirement due to voice problems (6.3%). Conclusion This study offers a nuanced understanding of VD among teachers in the Taif region, emphasizing the complex interplay of demographic, symptomatic, and behavioral factors. The findings underscore the need for targeted interventions, including awareness campaigns, preventive strategies, and streamlined healthcare access, to address the unique challenges that different subgroups of teachers face. Future research should further explore longitudinal trajectories and objective measures to enhance our understanding of VD in educational settings.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Voice Disorders Among Teachers in Taif City, Kingdom of Saudi Arabia

Fageeh,

Alotaibi,

Althobaiti

et al. 2024

Cureus

View full text Add to dashboard Cite

show abstract

“…Teachers' performance is indicated by how far a teacher could meet the competences, which includes the pedagogical competence, personality competence, social competence, and professional competence (Meier, & Beushausen, 2019;Bartholomew et.al., 2018;Kamenju et.al., 2016). One of the teacher competences is pedagogical competence.…”

Section:  Introductionmentioning

confidence: 99%

Academic Supervision of Supervisor in Improving Teachers Pedagogic Competences at Melati Cluster in Banda Aceh

Muzayyin

Murniati

Niswanto

2021

JPP

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The aim of this research is to obtain complete and accurate data of school about academic Supervision of Supervisor in Improving Teachers Pedagogic Competences at Melati Cluster in Banda Aceh. This study used descriptive method with a qualitative approach. The data collection technique was conducted by observation, interview, and documentation study. The instrument used in this research is interview guidelines. The subjects of this study were supervisors, principal, and teachers. The result of this study shows that (1) Supervision programs were settled relying on the evaluation of the previous year supervision. It was established individually at the beginning of the academic year. Academic supervision program that is teacher training in planning, implementing and assessing learning outcomes.(2) The supervision done by school supervisor has been effective relying on the technique and procedures. The technique applied is individual and group techniques (3) Academic supervision followup by school supervisor has been efficient and effective where at the end of the supervision as reports were there for teachers to read. Supervisors hold forum events like workshop, so it will help in improving the pedagogic competence.

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Effectiveness of a Voice Training Program for Religious Officials in Turkey

Sezin,

Yaşar,

Erensoy

2024

J Relig Health

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This study examines the effectiveness of a voice training program designed for Islamic religious officials, who are occupational voice users with a significant vocal load. The participants included 34 healthy religious officials whose acoustic measures were within normal voice ranges for healthy adults (jitter < 1%; shimmer < 3%) and reported no voice complaints. Participants were randomly divided into two groups (experimental, n = 17; control, n = 17). The two-stage voice training program consisted of 32 sessions over 8 weeks with informative and voice exercise stages. Objective and subjective voice measurements were performed at the beginning and end of the research. Objective measurements included fundamental frequency, percentage of vocal pitch perturbation (jitter), percentage of vocal intensity perturbation (shimmer), and harmonics-to-noise ratio. Subjective voice measurements included the Singing Voice Handicap Index, Vocal Fatigue Index (VFI), and Voice-Related Quality of Life (V-RQoL) scores. All initial measurements other than VFI scores were within acceptable limits for both groups. There were no significant differences between the groups initially (p > 0.05) and no significant changes in the control group in the second evaluation (p > 0.05). However, there was significant improvement in the experimental group after the training program in all measures, including VFI scores (p < 0.05). This study shows the positive results of a voice training program. Voice training should be integrated into the formal education of occupational voice users or in-service training programs of relevant institutions.

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Long-Term Effects of a Voice Training Program to Prevent Voice Disorders in Teachers

Cited by 12 publications

References 19 publications

Voice Disorders Among Teachers in Taif City, Kingdom of Saudi Arabia

Voice Disorders Among Teachers in Taif City, Kingdom of Saudi Arabia

Academic Supervision of Supervisor in Improving Teachers Pedagogic Competences at Melati Cluster in Banda Aceh

Effectiveness of a Voice Training Program for Religious Officials in Turkey

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