Journal of voice : official journal of the Voice Foundation · 2026
The Relationship Between Teachers' Vocal Production Conditions, Interpersonal Communication Competence, and Mental Health After the Pandemic in Brazil.
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de Oliveira Luciana Maria Campelo, de Araújo Ana Nery Barbosa, Soares Thiago Santos Lira, Ferreira Léslie Piccolotto, Queiroga Bianca Arruda de Manchester, de Lima Maria Luiza Lopes Timóteo, de Arruda Rodrigo Gomes, Lucena Jônia Alves
Аннотация
OBJECTIVE: To determine whether teachers' vocal production conditions and interpersonal communication competence are associated with mental health after the COVID-19 pandemic in Brazil.
STUDY DESIGN: Cross-sectional study with an analytical approach.
METHOD: The sample comprised 361 middle and high school teachers from Pernambuco state schools. Data were collected using the following instruments: Teacher Vocal Production Condition (VPC-T) and Screening Index for Voice Disorder (SIVD), which characterized teachers' vocal profiles and working conditions; the Interpersonal Communication Competence Scale (ICCS), which assessed interpersonal communication competence; the State-Trait Anxiety Inventory (STAI), which assessed trait and state anxiety; and the Self-Reported Questionnaire (SRQ-20), which suggests the level of suspicion (presence/absence) of a common mental disorder. Pearson's correlation test, multiple linear regression analysis, chi-square test, and the ANOVA test were performed for comparison analysis between variables.
RESULTS: Higher levels of anxiety and common mental distress were associated with the presence of self-reported voice disorders and less-developed interpersonal communication skills. Voice disorders were self-reported by 44.41% of teachers, while 40.44% presented high anxiety on the STAI-S and 38.78% on the STAI-T. There was an indication that 25% of teachers had common mental distress. The data also indicated that participants had good interpersonal communication skills, particularly in the domains of environmental control, self-disclosure, and immediacy.
CONCLUSION: Self-reported voice disorders and trait and state anxiety are notably present in teachers. Their vocal production conditions and interpersonal communication skills were associated with anxiety and common mental distress after the COVID-19 pandemic.
STUDY DESIGN: Cross-sectional study with an analytical approach.
METHOD: The sample comprised 361 middle and high school teachers from Pernambuco state schools. Data were collected using the following instruments: Teacher Vocal Production Condition (VPC-T) and Screening Index for Voice Disorder (SIVD), which characterized teachers' vocal profiles and working conditions; the Interpersonal Communication Competence Scale (ICCS), which assessed interpersonal communication competence; the State-Trait Anxiety Inventory (STAI), which assessed trait and state anxiety; and the Self-Reported Questionnaire (SRQ-20), which suggests the level of suspicion (presence/absence) of a common mental disorder. Pearson's correlation test, multiple linear regression analysis, chi-square test, and the ANOVA test were performed for comparison analysis between variables.
RESULTS: Higher levels of anxiety and common mental distress were associated with the presence of self-reported voice disorders and less-developed interpersonal communication skills. Voice disorders were self-reported by 44.41% of teachers, while 40.44% presented high anxiety on the STAI-S and 38.78% on the STAI-T. There was an indication that 25% of teachers had common mental distress. The data also indicated that participants had good interpersonal communication skills, particularly in the domains of environmental control, self-disclosure, and immediacy.
CONCLUSION: Self-reported voice disorders and trait and state anxiety are notably present in teachers. Their vocal production conditions and interpersonal communication skills were associated with anxiety and common mental distress after the COVID-19 pandemic.