Journal of voice : official journal of the Voice Foundation · 2026
Self-perception of Vocal Health among Chilean Schoolteachers: Comparison with Other Workers Based on the National Survey of Employment, Work, Health and Quality of Life among Chilean Workers (ENETS 2009-2010).
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Aguirre-Sánchez Loida, Fernández Viviana Vergara, Moya María P, Lizana Pablo A
Аннотация
INTRODUCTION: Teaching is a vocally demanding occupation. International evidence suggests a higher burden of voice symptoms among schoolteachers than among other workers. However, there are a few population-based reports.
OBJECTIVE: This study aims to analyze the self-perception of voice use reported by schoolteachers in Chile, compared to non-teaching workers and workers who do not use their voice as a work tool.
METHODS: Secondary, comparative analysis based on the Chilean National Survey of Employment, Work, Health and Quality of Life (2009-2010). The study included employed individuals classified as schoolteachers, public transportation drivers, and other workers (n = 9314). The following variables were analyzed: (a) raising one's voice to converse due to working in a noisy environment, (b) overexerting one's voice during the workday, and (c) symptoms or problems associated with the voice, in addition to sociodemographic and occupational characteristics. Descriptive and comparative analyses, along with logistic regression models, were performed to estimate associations between self-perception of voice use and vocal symptoms, while adjusting for covariates.
RESULTS: Schoolteachers had a higher prevalence of voice problems and voice strain than drivers and other workers in Chile. In the regression models for schoolteachers, a significant association was reported between voice strain and a higher risk of reporting voice problems in the categories of strain during half of the working day (OR = 7.85, 95% CI [1.65, 37.27]) and throughout the working day (OR =13.04, 95% CI [2.83, 60.07]), regardless of gender, age, marital status, and years of work experience.
CONCLUSIONS: In the Chilean working population, teaching is associated with a higher burden of vocal symptoms and overexertion, regardless of sociodemographic factors. These findings support the implementation of specific preventive strategies for occupational voice users in the education sector, as well as the prioritization of surveillance and occupational health programs in schools.
OBJECTIVE: This study aims to analyze the self-perception of voice use reported by schoolteachers in Chile, compared to non-teaching workers and workers who do not use their voice as a work tool.
METHODS: Secondary, comparative analysis based on the Chilean National Survey of Employment, Work, Health and Quality of Life (2009-2010). The study included employed individuals classified as schoolteachers, public transportation drivers, and other workers (n = 9314). The following variables were analyzed: (a) raising one's voice to converse due to working in a noisy environment, (b) overexerting one's voice during the workday, and (c) symptoms or problems associated with the voice, in addition to sociodemographic and occupational characteristics. Descriptive and comparative analyses, along with logistic regression models, were performed to estimate associations between self-perception of voice use and vocal symptoms, while adjusting for covariates.
RESULTS: Schoolteachers had a higher prevalence of voice problems and voice strain than drivers and other workers in Chile. In the regression models for schoolteachers, a significant association was reported between voice strain and a higher risk of reporting voice problems in the categories of strain during half of the working day (OR = 7.85, 95% CI [1.65, 37.27]) and throughout the working day (OR =13.04, 95% CI [2.83, 60.07]), regardless of gender, age, marital status, and years of work experience.
CONCLUSIONS: In the Chilean working population, teaching is associated with a higher burden of vocal symptoms and overexertion, regardless of sociodemographic factors. These findings support the implementation of specific preventive strategies for occupational voice users in the education sector, as well as the prioritization of surveillance and occupational health programs in schools.