Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Kyriakou, Kyriaki; Theodorou, Eleni; Petinou, Kakia; Phinikettos, Ioannis

doi:10.1159/000518767

Cited by 2 publications

(2 citation statements)

References 35 publications

(85 reference statements)

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“…The other 2 items of the vocal abuse dimension, i.e., “talk over noise” and “increase vocal intensity,” had the highest score among EVM-D dimensions; however, these items did not present significant differences between the groups with and without burnout. Therefore, classroom noise during teaching could play a fundamental role in the onset of voice problems and appears to be independent of emotional factors [34, 35].…”

Section: Discussionmentioning

confidence: 99%

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

García-Real,

Díaz-Román,

Mendiri

2023

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Introduction: Voice disorders and burnout syndrome are common among teachers. This study aimed to explore the relationship among vocal problems, burnout syndrome, and some personal work factors. Methods: This cross-sectional descriptive study enrolled 90 nonuniversity teachers who completed the Multidimensional Vocal Scale for Teachers (EVM-D) to evaluate vocal problems and an adapted Spanish version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) to detect burnout syndrome. Results: Overall, 16% of teachers expressed symptoms compatible with burnout, and 60% of them were in the interval above the 75th percentile of the EVM-D, i.e., they had a high risk of vocal problems. An association between burnout and more vocal problems was established among teachers, particularly between the vocal symptoms and vocal abuse dimensions with the emotional exhaustion subscale of the MBI-ES. A history of anxiety/depression and fewer years of professional experience were associated with more vocal problems. The burnout group perceived more “loss of vocal power,” “vocal fatigue,” “vocal effort,” and “hoarseness.” Vocal abuse items received the highest scores of EVM-D. However, only “shouting” in the classroom was significantly different between the groups with and without burnout. Conclusion: Emotional exhaustion of burnout syndrome, history of anxiety/depression, and a shorter professional experience were associated with vocal problems, which could limit the performance of teachers. Reducing classroom noise, establishing strategies to avoid shouting, or strengthening personal accomplishments in teachers could be useful in breaking the cycle of vocal problems and emotional exhaustion, particularly at the beginning of their professional experience.

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Section: Discussionmentioning

confidence: 99%

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

García-Real,

Díaz-Román,

Mendiri

2023

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“…Voice aptitude tests, raising educators’ awareness of voice hygiene, and training and in-service measures, such as attending voice training seminars, are part of the inventory of methods to prevent voice disorders in the educator’s profession [35] . When designing prevention measures, behavioral prevention (internal factors) and situational prevention (external factors) can be combined as they integrate individual health-related actions into material, social and cultural living, and environmental conditions.…”

Section: Discussionmentioning

confidence: 99%

Effects of Occupation-Specific Vocal Stress on the Mental Health of Day Care Teachers

Darius¹,

Voigt-Zimmermann

Böckelmann

2023

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Introduction: Kindergarten teachers are exposed to numerous kinds of strains, such as noise, which can negatively affect their voices. This cross-sectional study investigates whether and to what extent the profession-specific high vocal demand is associated with the educators' mental health. Methods: One hundred and ninety-two kindergarten teachers from Magdeburg, Germany and its surrounding areas aged 43.4 ± 12.8 years, voluntarily participated in a survey. Vocal demand and vocal demand response, general strain factors, and mental health were assessed by using questionnaires (self-check on voice demands, Rudow checklist, General Health Questionnaire, and Maslach Burnout Inventory). The statistical analyses were carried out using SPSS. Results: The interviewed educators felt stressed by the excessive number of work tasks and children in each class, noisy work environment, and loud conversations. In addition, educators complained of headaches and neck pain (66%), while 28% of them experienced hoarseness and a burning throat. The mental health of 39 of the educators was impaired, and nine were at an increased risk of burnout. Self-reported voice effort correlated low with mental health (r =.287; p < 0,001) and burnout risk (r =.306; p < 0.001). Conclusion: The vocal demands on educators in day care settings are very high, which is a major associated factor for the development of burnout syndrome and is also associated with headaches and neck pain. Measures for the prevention of occupational voice disorders and voice training should be a mandatory part of the educators' training and must be offered as in-service training.

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Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Cited by 2 publications

References 35 publications

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

Effects of Occupation-Specific Vocal Stress on the Mental Health of Day Care Teachers

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