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Vocal fatigue among teachers

C Gotaas1, C D Starr

  • 1Department of Rehabilitation Medicine, Edmonton General Hospital, Alberta, Canada.

Folia Phoniatrica
|January 1, 1993
PubMed
Summary
This summary is machine-generated.

Teachers experiencing vocal fatigue exhibit similar vocal characteristics and talking time to those who do not. However, fatigued teachers engage in more vocally demanding activities and perceive situations as more anxiety-provoking.

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Area of Science:

  • Speech and Hearing Sciences
  • Occupational Health
  • Psychology

Background:

  • Vocal fatigue is a common issue among educators, impacting their professional performance and well-being.
  • Understanding the factors contributing to vocal fatigue in teachers is crucial for developing effective interventions.
  • Previous research has explored various aspects of vocal fatigue, but a comprehensive comparison between fatigued and non-fatigued teachers is needed.

Purpose of the Study:

  • To compare the vocal characteristics, talking time, psychological profiles, and medical histories of teachers with and without vocal fatigue.
  • To identify potential risk factors and contributing elements associated with vocal fatigue in the teaching profession.

Main Methods:

  • Audio recordings of teachers' voices were collected at the beginning and end of workdays.

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  • Both teachers and a listener panel evaluated vocal characteristics from the recordings.
  • Participants completed self-assessments of talking time, psychological evaluations, and provided medical histories.

    • Main Results:

    • Vocal characteristics and talking time (amount and loudness) were similar between fatigued and non-fatigued teachers on non-fatigue days.
    • Teachers experiencing vocal fatigue engaged in more vocally demanding activities.
    • Fatigued teachers reported higher anxiety perception and had a history of more hearing problems and allergies.

    Conclusions:

    • Vocal fatigue in teachers is not solely explained by vocal characteristics or talking time during work.
    • Psychological factors, such as anxiety perception, and pre-existing conditions like allergies and hearing issues, may play a significant role.
    • Further research should explore the interplay between occupational demands, psychological state, and physiological predispositions in teachers' vocal health.