Summary
Objective
Teachers are the most common occupational group reporting to the voice clinics with
dysphonia across the globe. However, less is known about teachers’ perceptions about
their voice and voice problems. Hence the present study aimed to explore teachers’
perception about their teaching voice, voice problems and vocal health-seeking behaviors.
Method
A qualitative phenomenological research design using semi-structured interviews were
conducted with fifteen female primary school teachers. Participants were asked to
express their perception of teaching voice, vocal health care knowledge, and vocal
hygiene practices. Using inductive analysis, the researchers converted the raw data
into concepts or themes and discussed.
Result
The present study results showed that teachers perceive voice as the primary tool
for their profession. However, teachers consider voice problems as part of their professional
commitments. Despite knowing the harmful effects of voice problems, teachers’ pay
less attention to their voice problems and perceive them as usual, unavoidable and
part of their profession. Due to their demanding work schedule and not getting enough
support from the management, they hesitate to consult medical professionals unless
it severely affects them.
Conclusions
The data obtained from this study can be used to improve the teachers’ knowledge regarding
vocal health and convince the school management to extend their support for the successful
implementation of the vocal health training programs for teachers.
Key Words
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Article info
Publication history
Published online: April 23, 2022
Accepted:
March 23,
2022
Publication stage
In Press Corrected ProofFootnotes
Funding Sources: No sponsorship or funding was provided for this research.
Identification
Copyright
© 2022 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
