|Rosa Bermúdez de Alvear, Ginés Martínez-Arquero|
Introduction. Teaching is considered a most demanding task
for voice since it requires a great resistance to stand prolonged
use and environmental risk factors. Moreover most teachers
make an abusive vocal use because they manage it without any
technical control of their vocal strain.
Aim. This paper is aimed at analysing the collateral problems
which are frequently associated to teachers’ voice disorders.
Material and methods. 282 schoolteachers were surveyed
by three types of questionnaires in order to asses: a) voice
disorders prevalence and characteristics; b) psychosocial
dimensions of employment; and c) voice-related quality of life.
Results. 62.7% teachers were currently experiencing voice
disorders. Compared to those without voice problems
dysphonic subjects were predominantly female teachers and
worked in kindergarten levels; they experienced higher noise
levels in their classrooms, and were more concerned about their
pupils’ indiscipline. They also showed a delayed vocal recovery,
increased absenteeism, and more health services demands.
Regarding psychosocial conditions they experienced increased
work demands and decreased compensations; consequently
they further evidenced significantly more stress effects as well
as poorer perceptions of health, vitality and job satisfaction.
Voice disorders also showed an impact on several functional
and critical domains of health-related quality of life, all of which
resulted in lower activity and social participation.
Conclusions. Collateral effects of teachers’ occupational
voice disorders encompass the physiological and psychosocial
dimensions, together with an impact on socioeconomic levels
and teachers’ quality of life. Preventive and assistive measures
should include vocal hygiene, vocal technique, stress coping
strategies and improvement of environmental conditions.
keywords: zawodowe choroby narządu głosu, występowanie, absencja chorobowa, skutki psychospołeczne, occupational voice diseases, prevalance, absenteeism, psychosocial effects
pages: from 129 to 135
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