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The Worldwide Prevalence of Voice Disorders Among Schoolteachers: A Systematic Review and Meta-Analysis
Kowsar Baghban1, Golnoosh Golmohamadi2, Faezeh Asadollahpour3
1Department of Speech Therapy, School of Rehabilitation Sciences, Hamadan University of Medical Sciences, Hamadan, Iran.
Objective:
This systematic review and meta-analysis aimed to estimate the global prevalence of voice disorders (VDs) among teachers and to identify key demographic, occupational, and environmental risk factors.
Study Design:
A systematic review and meta-analysis.
Methods:
A comprehensive literature search was conducted across PubMed, Web of Science, Scopus, EMBASE, CENTRAL (Cochrane Central Register of Controlled Trials), and EBSCO-HOST from 1991 to October 2024, in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Observational studies reporting the prevalence of VDs among teachers were included. A random-effects meta-analysis was used to estimate pooled prevalence rates, and subgroup analyses explored sources of heterogeneity.
Results:
A total of 62 studies, comprising 100 684 participants, were included. The pooled point prevalence of VDs among teachers was 37.7% (95% confidence interval [CI]: 29.5%, 46%). Lifetime prevalence reached 63.1% (95% CI: 58.2%, 67.9%), while prevalence across teaching career was 54.3% (95% CI: 40.4%, 68.1%). Subgroup analyses revealed significant variations by continent, sex, years of teaching experience, and class size. Female teachers exhibited a higher prevalence (47.3%) than males (34.1%). Studies using self-assessment methods reported higher prevalence rates than those relying on vocal complaints.
Conclusion:
VDs are highly prevalent among teachers, with significant variations based on demographic and occupational factors. The findings highlight the urgent need for preventive interventions, including vocal hygiene education, voice training programs, and workplace modifications, to reduce the burden of VDs in this population.
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