Summary
Background
Voice disorders among teachers are widespread. Teachers’ voice problems have been
shown to influence the teaching-learning process, thereby impeding students’ academic
performance. Voice amplification has been used as a preventative strategy to avoid
voice problems and as a means of augmenting student reception of a teacher's voice.
However, the relationship between perceived vocal fatigue and amplification use has
not been established, nor have factors been identified which may be associated with
the use of voice amplification in the classroom.
Purpose
This research has two aims: (1) determine the relationship between self-reported vocal
fatigue and self-reported teachers’ use of sound field amplification in the classroom;
and (2) identify which factors are related with the use of amplification systems among
the participating teachers.
Methods
Paper and online surveys were provided to teachers throughout the United States. These
surveys contained the 19-question Vocal Fatigue Index (VFI), in addition to other
questions regarding health-related conditions and lifestyle habits of respondents.
Access to and use of amplification systems, as well as other work-related factors
that might influence the use of such systems were detailed by the respondents.
Results
Regardless of grades levels or measured factors, teachers who reported using amplification
systems were more likely to report higher levels of vocal fatigue. Teachers who taught
in lower grade levels or in larger capacity classrooms not only reported a greater
likelihood of using the systems more frequently, but also reported a greater access
to amplification systems. Overall, less than 40% of teachers had access to an amplification
system. Teachers of lower grades reported having the least access.
Conclusions
Our results suggest an association between teachers’ use of voice amplification systems
and vocal fatigue. In addition, some work-related factors (eg, grade level, classroom
capacity) were associated with the use of amplification systems. The results can be
beneficial to teachers, school administrators, lawmakers and health professionals
to more efficiently use diminishing educational resources in a targeted fashion to
better train and potentially reduce the occurrence of voice problems among teachers.
Key Words
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Article info
Publication history
Published online: August 20, 2022
Accepted:
June 22,
2022
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2022 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
