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Prevalence Survey of Voice Problems in Primary and Secondary School Teachers
Trupti Lata Baral1, Krishna Yeshoda1
1All India Institute of Speech and Hearing, Mysuru, India.
Background:
School teachers are at increased risk of developing voice disorders due to prolonged voice use and demanding classroom environments. Voice problems adversely affect classroom communication, teaching efficiency, and overall quality of life. Limited data from Madhya Pradesh, India, motivated this study of the prevalence of voice disorders among teachers.
Aim:
To estimate the prevalence of voice problems among school teachers from November 2024 to April 2025 in Jabalpur district of Madhya Pradesh.
Objectives:
To identify the frequency of voice-related symptoms and determine the occupational and environmental factors associated with voice problems.
Method:
154 school teachers comprising 124 females and 30 males from primary and secondary schools of Jabalpur district participated in a cross-sectional survey design. A validated questionnaire was administered individually, and responses were analyzed to estimate the prevalence of voice problems and identify the risk factors.
Results:
The results revealed a prevalence rate of 0.65% signifying less prevailing voice problems among the participants. The overall pattern of results indicates that Section B (Lifestyle) was most sensitive to occupational variables: locality, type of school, teaching experience, teaching hours, and board type. Interestingly, factors traditionally considered high risk, like gender, noisy environment, and class size showed no significant differences in the participants of the current study.
Conclusion:
Teachers' daily vocal demands and environmental conditions have a strong influence on their vocal functioning. Early identification through routine screening, awareness regarding vocal hygiene, and implementation of preventive voice care programs are recommended to reduce the occurrence of voice problems and improve vocal health and teaching efficiency.
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