Teacher’s vocal health: Voice application systems and other work-related factors

Abstract

School teachers’ voice problems are widespread and influence the learning process. Voice amplification systems in classrooms are a common response and a preventative strategy. The primary purpose of this study was to (1) determine the relationship between teacher vocal fatigue and use of classroom amplification; and (2) identify factors influencing amplification usage. Teachers throughout the US completed questionnaires regarding vocal health, classroom conditions, lifestyle habits, and access to and use of vocal amplification systems. Responses indicated that biological female teachers who used voice amplification or taught grades kindergarten to middle school were more likely to report higher levels of vocal fatigue. Further, teachers with access to amplification systems were more likely to use them if they were teachers in lower grade levels, who smoked occasionally, drank alcohol frequently, and taught in larger capacity classrooms. In conclusion, it maybe that those using the amplifications are using them because of pre-existing voice issues. Finally, the work-related factors associated with the use of amplification systems (e.g., grade level, classroom capacity) may be indicators of adjustments to reduce the occurrence of voice problems among teachers. Ongoing studies reviewing the available classroom amplification equipment and use from a school administrators perspective will be discussed.