Voice Disorders in Teachers: Risk Factors and Impact on Quality of Life.

OBJECTIVES

The objective of this study was to examine the prevalence of voice disorders among teachers and the related risk factors utilizing a self-report questionnaire. The additional objective was to ascertain the influence of voice disorders on teachers' quality of life.

STUDY

DESIGN

Cross-sectional study.

METHODS

A random sampling was conducted at schools in Ankara, yielding a total of 1271 teachers (mean age 43.04 ± 8.03) with a response rate of 72.96%. Data were collected using the Voice Handicap Index-10 (VHI-10) and Voice-Related Quality of Life (V-RQOL), along with a questionnaire on sociodemographic, occupational, and health-related factors.

RESULTS

Among 1271 teachers, 32.4% were primary, 31.8% were secondary, and 35.8% were high school teachers. Self-reported dysphonia (VHI-10 ≥ 11) was found in 20.38% of participants. Significant associations were found between dysphonia and factors such as grade, lessons per week, reflux, allergies, upper respiratory infections (URI), throat clearing, coughing, and loudness of speech. A negative correlation was observed between VHI-10 and V-RQOL scores (r = -0.609, P < 0.001). Multivariate analysis identified reflux, frequent URI, throat clearing, coughing, and teaching 21-30 lessons per week as significant risk factors for voice complaints.

CONCLUSION

Voice disorders are common in teachers and negatively affect quality of life. Reflux, respiratory infections, throat clearing, persistent coughing, and vocal strain are important risk factors. In order to protect voice health, it is necessary to include it in teacher education and provide early intervention.