Barriers and Readiness to Voice Therapy Among School Teachers-A Qualitative Study

The study aimed to identify barriers and readiness to voice therapy among school teachers guided by the Transtheoretical Model of Health Behavioral Change (TTM).

A cross-sectional snapshot qualitative design was used, involving 42 semi-structured interviews (SISs) and three focus group discussions. Teachers (aged 21-60 years) from government and private schools in Chennai, India, participated. Teachers were selected using maximum variation sampling. Guided by the TTM framework, a hybrid thematic analysis (deductive-inductive) was conducted using the Qualitative Data Analysis Miner lite software.

The analysis identified subthemes under the five key themes as per the TTM: Precontemplation (subthemes: awareness of voice problems and therapy), Contemplation (constraints such as time and financial barriers), Preparation (challenges related to travel and family commitments), Action (self-medication, home remedies), and Maintenance (allocating time for practice). Common barriers included limited awareness of voice therapy, lack of time to seek assistance, financial constraints, and societal stigma surrounding voice therapy. Facilitators involved support from family and schools, enabling participants to adjust their schedules for therapy. Most teachers were found to be in the precontemplation stage, reflecting minimal or no awareness about the need to seek help.

The study highlighted diverse barriers to voice therapy among teachers, emphasizing the need for structured and specific interventions addressing these challenges. The insights gained from this study can help in designing counseling services that could guide teachers to cope more effectively, seek appropriate care when required, and for the long term, formulate policies to promote "teacher well-being" in the profession.