Relationship Between Work Engagement and Voice Complaints Among Elementary School Teachers

Introduction. Engaged teachers feel rewarded at work, complete assignments in a positive manner and, often immerse themselves in their work. However, voice complaints are more common for teachers than other professionals which may negatively affect their engagement. This study aims to determine the relationship between work engagement and voice complaints for elementary school teachers. Method. This descriptive-analytical, cross-sectional study was conducted on 300 elementary school teachers in 2018. To study voice complaints, the researchers used the self-reporting question "Have you complained about your voice during the past year or so?" Work engagement was measured by the Utrecht Work Engagement Scale (UWES). To analyze the data, descriptive and analytical statistical methods, including two-way ANOVA, were used. Results. A total of 55.67% (n = 167) of the teachers had voice complaints, and 44.33% (n = 133) had no voice complaints. After controlling for gender, the results of the study showed that there is a statistically significant relationship between voice complaints and work engagement (P < 0.001) and its three dimensions, including: vigor (P <= 0.001), dedication (P <= 0.001), and absorption (P <= 0.001). Conclusion. The results of the present study showed that teachers with voice complaints have lower work engagement than those without. Given the central importance of work engagement in organizational, social, and financial systems, undivided attention should be given to treatment of voice disorders among teachers.