The effect of classroom capacity and size on vocal fatigue as quantified by the vocal fatigue index

Abstract

Previous research has concluded that teachers are at higher than normal risk for voice issues that can cause occupational limitations. While some risk factors have been identified, there are still many unknowns. To gain more understanding regarding some of these unknowns, a self-reported survey was distributed electronically with more than 500 female respondents. The survey quantified vocal fatigue using the Vocal Fatigue Index. The areas investigated with the survey included the amount of potential risk involved for teachers of varying classroom sizes. Teachers’ responses from several different school districts throughout the United States were analyzed to compare grade level and classroom size on the teachers’ reported experience of vocal fatigue. Results indicated a significant effect of the physical size and capacity of classrooms on teachers reported amounts of vocal fatigue. Teachers of larger classrooms experienced significantly more vocal fatigue. Age related factors were also examined in this study. These research discoveries will have a great effect on the precautions taken by educators and school administrators to avoid vocal fatigue, and, thus, occupational risk from short- and long-term voice issues. Many additional factors which may affect perceived vocal fatigue must be explored in future research.