Abstract
Objective
The present study had two objectives: (1) to investigate differences in voice parameters between teachers with and without self-reported voice disorders and (2) to find differences in voice parameters between teachers and healthcare workers without self-reported voice disorders.
Method
Three respondents’ groups were formed: teachers with self-reported voice disorders (mean age, 47 years; range, 34–60 years), teachers without self-reported voice disorders (46; 27–64), and healthcare workers without self-reported voice disorders (45; 31–63). All participants were women. Maximum Phonation Time (MPT), fundamental frequency (F0), jitter, shimmer, frequency and intensity range, Dysphonia Severity Index (DSI), Voice Handicap Index-30 (VHI), and perceived stress (PSS) were assessed in respondents.
Results
Twenty-nine percent of teachers noted two or more vocal symptoms daily or weekly. Teachers with self-reported voice disorders had a higher degree of perceived stress (18 vs. 13, p = .009), higher score on the VHI (25 vs. 13, p = .001), and lower score on the DSI (2.65 vs. 3.21, p = .037), than teachers without self-reported voice disorders. The VHI-30 score of 15 points could be a cut off value describing voice disorders in female teachers. Differences between teachers and health care workers without self-reported voice disorders were found in MPT (p = .001), F0 (p = .012), jitter (p = .009), DSI (p = .023), and the perceived stress score (p = .041).
Conclusions
The teaching profession can influence the voice, and the presence of psycho-emotional factors can lead to the development of voice disorders in teachers.
Disclosure statement
The author reports no declaration of interest.
Additional information
Funding
Notes on contributors
Baiba Trinite
Baiba Trinite, PhD, Head of Voice and Speech Research Laboratory, Associate Professor and Leading Researcher in Speech and Language Therapy at Liepaja University.