Journal of voice : official journal of the Voice Foundation · 2025
Teachers' Work Conditions, Voice Disorders, and Mental Health During Remote and In-Person Teaching Amid COVID-19.
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Santos Priscila Cristine, de Medeiros Adriane Mesquita, Constantini Ana Carolina, Ferreira Léslie Piccolotto, Masson Maria Lúcia Vaz
Аннотация
OBJECTIVE: To analyze the differences in working conditions and the prevalence of voice disorders and common mental disorders in teachers during remote teaching and upon returning to in-person teaching during the COVID-19 pandemic, and to identify factors associated with the risk of voice disorders in both periods.
STUDY DESIGN: Observational, comparative, cross-sectional, multicenter study with Brazilian basic education teachers.
METHODS: Data were collected in two stages (with 263 participants in emergency remote teaching and 69 returning to in-person teaching), using an online questionnaire with sociodemographic and work data, the Screening Index for Voice Disorder, and the General Health Questionnaire-12 (GHQ-12).
RESULTS: There was a predominance of female teachers and those aged 24 to 45 years. Exposure to factors such as constant noise, intense noise, dust, and the need to shout and talk excessively was more frequent upon returning to in-person teaching, increasing the prevalence of voice disorders in both emergency remote teaching and upon returning to in-person teaching. Common mental disorders were more prevalent in emergency remote teaching. Most teachers had voice disorders in both contexts. Those with voice disorders lasting up to 3 months or longer than 12 months were more likely to have voice disorders in emergency remote teaching and upon returning to in-person teaching.
CONCLUSIONS: Voice disorders were more frequent in emergency remote teaching, and upon returning to in-person teaching, common mental disorders were higher in emergency remote teaching. Reports of constant noise, intense noise, and dust in the work environment were more frequent upon returning to in-person teaching and among those with voice disorders in both contexts. The length of the voice disorder was a relevant factor for the risk of voice disorders in both teaching periods.
STUDY DESIGN: Observational, comparative, cross-sectional, multicenter study with Brazilian basic education teachers.
METHODS: Data were collected in two stages (with 263 participants in emergency remote teaching and 69 returning to in-person teaching), using an online questionnaire with sociodemographic and work data, the Screening Index for Voice Disorder, and the General Health Questionnaire-12 (GHQ-12).
RESULTS: There was a predominance of female teachers and those aged 24 to 45 years. Exposure to factors such as constant noise, intense noise, dust, and the need to shout and talk excessively was more frequent upon returning to in-person teaching, increasing the prevalence of voice disorders in both emergency remote teaching and upon returning to in-person teaching. Common mental disorders were more prevalent in emergency remote teaching. Most teachers had voice disorders in both contexts. Those with voice disorders lasting up to 3 months or longer than 12 months were more likely to have voice disorders in emergency remote teaching and upon returning to in-person teaching.
CONCLUSIONS: Voice disorders were more frequent in emergency remote teaching, and upon returning to in-person teaching, common mental disorders were higher in emergency remote teaching. Reports of constant noise, intense noise, and dust in the work environment were more frequent upon returning to in-person teaching and among those with voice disorders in both contexts. The length of the voice disorder was a relevant factor for the risk of voice disorders in both teaching periods.