Abstract
To identify a possible correlation between teachers vocal intensity and the noise in the classroom, as well as between vocal intensity and the symptoms of vocal tract discomfort before and after classes. 27 Elementary School I teachers participated in the study. We used the questionnaires "Vocal Production Condition of the Teacher" and "Vocal Tract Discomfort Scale - VTD" which were applied before and after the class. A properly calibrated noise meter was used for measuring noise in the classroom and the teachers' vocal intensity. There was a moderate positive correlation between vocal intensity and noise and also a significant difference between the VTD scale and the teachers with and without vocal complaint before and after classes. When compared separately on both occasions, there was an increase in the group's scores for both groups and with and without complaints. We found association of the vocal tract symptoms before and after classes, frequency of burning, itching, sore throat and sensitive throat were observed. The intensity of symptoms was significant for sore throat, itching and feeling of lump in the throat. We observed significant values of vocal intensity and frequency and intensity of symptoms for sensitive throat and lump in the throat before the class, and sore throat and lump in the throat after the. The increase in teacher's vocal intensity correlates to high noise levels in the classroom. The evidence suggests correlation between vocal intensity and discomfort of the vocal tract, with most of the symptoms reported in greater frequency and intensity after the class.
Highlights
Teaching is one of the professions with the highest incidence of voice disorders, mostly due to the poor working conditions[1] related to the excessive vocal demand and the elevated voice intensity, often as a result of the presence of intensive noise in the classroom[2].This multifactorial nature of teachers’ work environment can cause various symptoms[3,4], constituting a risk factor for the development of voice disorders, impacting work performance[5,6,7].One of the main risk factors for the development of voice disorders is the increase in vocal intensity in the classroom[8]
When compared separately the two moments, there was a significant increase in scores both in the group with no voice disorder (p < 0.001) and in the group that presented voice disorders (p = 0.040) (Table 1)
This study consisted of the application of two questionnaires (CPV-P and Vocal Tract Discomfort Scale (VTD) scale) to active teachers in four primary education schools in a public network, as well as the measurement of the vocal intensity of teachers and noise in the classroom
Summary
Teaching is one of the professions with the highest incidence of voice disorders, mostly due to the poor working conditions[1] related to the excessive vocal demand and the elevated voice intensity, often as a result of the presence of intensive noise in the classroom[2].This multifactorial nature of teachers’ work environment can cause various symptoms[3,4], constituting a risk factor for the development of voice disorders, impacting work performance[5,6,7].One of the main risk factors for the development of voice disorders is the increase in vocal intensity in the classroom[8]. The symptoms reported by the patient with vocal complaints, whether they are teachers or not, can be sensory, when they involve unpleasant sensations in the body, in the area of shoulders and neck at the time of vocal emission, or auditory, when the patient perceives auditorily that their voice quality has changed[4,13,14]. These symptoms may continuously vary in terms of both frequency and intensity, affecting, in some cases, the individual’s well-being[4,13]
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