Vocal Disorders and Risk Factors Affecting It: Voice Ergonomics in Teachers

Introduction: Nearly a third of people work in jobs that use voice to be part of their work. Teachers as the largest group of professional vocal users, are at risk of vocal disorders. The aim of this study was to investigate the effect of different risk factors on vocal disorders in teachers. Material and Methods: This is a cross-sectional and descriptive-analytic study that was conducted on 73 primary and secondary male and female school teachers in Saveh in 2017 by random sampling. The researcher-made questionnaire on risk factors affecting verbal disorders with the aim of identifying risk factors and a Voice Handicap Index (VHI) questionnaire (30 items) aimed at evaluating verbal disorders and symptom questionnaire were used in this study. All of them have been shown to be valid and reliable in previous studies. Data were analyzed using t-test and chi square statistical tests by SPSS ver.24. Results: The reliability of the researcher-made questionnaire on the risk factors affecting vocal disorders was confirmed by Cronbach's alpha (0.736) and its validity was confirmed by the experts regarding the adequacy of the number of questions, the lack of ambiguity and the assessment of content fitness. According to our gathered data, vocal disorders were observed in 55% of the teachers. Also the results showed the rate of vocal disorders in female teachers is far higher than male teachers. Functional disturbance of vocal cords and allergy as general risk factors, teaching tools and poor air quality as environmental risk factors and inadequate vocal rest and job stress as occupational risk factors contributed to increasing vocal disorders in teachers. Among the symptom associated with verbal disorders in teachers, vocal fatigue and hoarseness were more common in comparison with other symptoms. Conclusion: Due to the prevalence of vocal disorders in half of the teachers and the impact of general, environmental and occupational risk factors, it is necessary to identify and control the risk factors of vocal disorders in teachers. It can also be concluded that teachers can enjoy a healthy voice by considering the principles of ergonomics and occupational health.