Why do teachers with voice disorders keep teaching? Insights from applications of social capital motives
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View abstract on PubMed
Summary
This summary is machine-generated.Teachers with voice disorders prioritize income maintenance over altruism, especially with poorer voice quality. Addressing voice issues in schools is crucial for teacher motivation and student learning.
Area Of Science
- Education
- Speech-Language Pathology
- Sociology
Background
- Voice disorders are prevalent among educators.
- The impact of voice disorders on teacher motivation and retention is understudied.
- Social capital theory provides a framework for understanding teacher motivations.
Purpose Of The Study
- To investigate the motives of teachers with voice disorders for continuing their profession.
- To explore the relationship between voice disorder severity and teacher motivation.
- To apply social capital theory to understand educator retention.
Main Methods
- Online surveys were administered to teachers with voice disorders.
- Participants rated their motives for continued teaching based on a social capital framework.
- Key motives included selfishness, internal/external validation, transcendence/altruism, and belonging.
Main Results
- Income maintenance (selfishness) was the primary motive, accounting for 47% of total motivation.
- Higher income and education levels correlated with lower prioritization of income maintenance.
- Teachers with poorer voice quality were more likely to prioritize income and less likely to be motivated by altruism or belonging.
Conclusions
- Voice disorders significantly impact teacher motivation beyond financial concerns.
- Preventive measures for voice disorders in schools are essential.
- Competitive compensation and benefits can support teacher focus on student needs.
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