OCCUPATIONAL DYSPHONIA AMONG SCHOOL TEACHERS IN BENI SUEF GOVERNORATE, EGYPT

Abstract

Introduction: Occupational dysphonia or work-related voice disorders is a frequently met problem among school teachers. Worldwide, many studies have been conducted to tackle this problem; however, in Egypt, no studies had investigated teachers’ dysphonia; with the epidemiology and magnitude of voice problems among Egyptian teachers is still unknown. Aim of the work: To assess the prevalence of work-related dysphonia and its associated factors among Egyptian school teachers. Materials and Methods: In this cross-sectional study, a well-designed, self-administered questionnaire had been used to inquire about the prevalence and risk factors of dysphonia among school teachers in Beni-Suef governorate. Two thousand questionnaires were sent to about 40 different randomly-selected schools, ranging from primary to secondary, (50 questionnaires per school). Additional 1000 questionnaires were distributed to individuals with occupations other than teaching to be used as a comparative group. The purpose of the study with confirming confidentiality of data were included in the questionnaires and accepting to fill out and return the questionnaire back was considered as a consent.Results: From the distributed 3000 questionnaires, about 1441 teachers and 832 non-teachers participated in the study with a response rate of (75.8%). Teachers were significantly more likely to report dysphonia than non-teachers; the prevalence of dysphonia during the day of the survey or within the past 7 days (current or recent dysphonia) was about 18.6% versus 9.3%, while dysphonia in the past month was (28.8% versus 12.7%), dysphonia in the past 3 months, was (46.6% versus 15.9%), respectively. Work-related dysphonia during any time of the working life-time was (65.5% and 21.3%) for teachers and non-teachers, respectively, OR= 3.08 (2.69-3.37).Female teachers were significantly more likely to suffer recent and working life-time dysphonia than males (21.8% versus 16.2% and 68.4% versus 63.3%), respectively; with a life-time OR= 1.53 (1.29-1.80). Additionally, our results confirmed that younger age, less years of experience, large number of students/class, increased hours of voice use, being easily aroused, teaching certain subjects (e.g., Music, English or Math), teaching in primary or secondary schools and being a current smoker are important determinants for experiencing dysphonia. Conclusions: Dysphonia is a prevalent occupational hazards among school teachers that can greatly affect their performance, career and income. Teachers have 3 times risk for occupational dysphonia than non-teachers. It needs to be considered with integrated programs between public and occupational health professionals as well as phoniatrics specialists. Most of voice problems may be preventable; therefore, we recommend developing prevention programs including preventive voice training, oropharyngeal and voice hygiene with sanitary work conditions to combat functional dysphonia among school teachers.