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The prevalence and impact of voice problems in primary school teachers
Caitriona Munier1, Ray Kinsella
15 Route du Bout du Monde, 1206 Geneva, Switzerland. muniermchugh@eircom.net
Background:
Teachers have been identified as at increased risk of developing an occupational voice disorder. Primary school teachers are particularly at risk as they have little opportunity for voice rest during the working day.
Aim:
To analyse the prevalence and impact of voice problems in primary school teachers in the workplace.
Method:
An 85-item questionnaire was administered to 550 primary school teachers from 42 schools in the greater Dublin area.
Results:
A response rate of 55% was obtained. Results suggest that 27% suffered from a voice problem, 53% an 'intermittent' voice problem, while only 20% had no voice problem. Teachers of the junior classes were more vulnerable to developing a voice problem than those of senior classes. The most common symptoms were 'dry throat' and 'vocal fatigue'.
Conclusion:
Voice disorders were very common in our study of primary school teachers. Those most frequently affected taught the younger classes. Further intervention is needed to identify and minimize risk factors and reduce the negative impact of voice on the individual and on work.
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