Potential Risk Factors and Prevalence of Voice Symptoms in Students Starting Their Teacher Education

Ohlsson, Ann; Demitz-Helin, Gun; Furu, Ann-Christin; Hällgren, Inger; Karjalainen, Suvi

doi:10.1016/j.jvoice.2019.08.008

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…Throat pain, hoarseness, and throat dryness were the most commonly reported symptoms. These findings align with previous research indicating that teaching is particularly susceptible to VD due to prolonged and often strenuous vocal use in the classroom [ 2 , 6 , 11 ].…”

Section: Discussionsupporting

confidence: 91%

“…Age-related trends are consistent with studies emphasizing the susceptibility of mid-career teachers, but our study sheds light on the persistence of these issues in later career stages. Gender-based disparities have been reported previously, and our study underscores the need for gender-sensitive interventions [ 6 , 11 , 17 ]. The impact of teaching variables, such as subject, class size, and weekly load, on vocal health, is supported by the literature, emphasizing the need for tailored strategies for specific teaching contexts [ 6 ].…”

Section: Discussionsupporting

confidence: 78%

“…Several factors contribute to the heightened susceptibility of teachers to VD [ 5 - 7 , 9 ]. These include the need for frequent projection, exposure to noisy environments, and the performance of additional vocal tasks, such as singing or participating in school events [ 10 , 11 ]. Individual factors, such as age, gender, and personal health practices, may also influence the likelihood of developing voice problems [ 6 , 7 , 12 ].…”

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: 91%

Section: Discussionsupporting

confidence: 78%

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

View full text Add to dashboard Cite

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“…Simberg (2004) administered a questionnaire to students in teacher training degrees ( n = 175) and to students in nonteaching degrees ( n = 220) and found that those in teacher training degrees reported significantly more voice symptoms (χ 2 = 18.343, p ≤ .001). Students enrolled in teacher education programs at universities in Sweden and Finland ( N = 1,494) responded to a risk factor questionnaire, the Screen6 (a screening questionnaire about vocal symptoms), and the VHI (Ohlsson et al, 2021). The researchers in both these studies urged that students receive compulsory voice education during their teacher training.…”

Section: Vocal Hygiene In Teacher Training Programsmentioning

confidence: 99%

“…This seems to be the exception, and most of what is written has to do with prevalence and treatments after the problems arise. Researchers have called for more vocal health education in teacher training programs for years (Baker & Cohen, 2017;Bernstorf & Burk, 1996;Ohlsson et al, 2015Ohlsson et al, , 2021Richter et al, 2016). In addition to a general call for more vocal health training in teacher training programs, Morrow and Connor (2011) specifically called for instruction designed to decrease vocal load.…”

Section: Vocal Hygiene In Teacher Training Programsmentioning

confidence: 99%

Vocal Health Implications for Music Teachers: A Literature Review

Hackworth

2021

Update: Applications of Research in Music Education

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The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.

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