Teacher Voice Disorder Study: Coping Strategies and Vocal Impact in Alagoas Public Schools

110 teachers from State Schools of Alagoas were assessed for voice disorders using perceptive-hearing analysis, the Condition of Vocal Production of the Teacher protocol, a Coping Strategies of dysphonia protocol, and a Profile of Participation and Vocal Activities. The study, authored by Cristiane Cunha Soderini Ferracciu, found higher voice disorder percentages among teachers with 11-20 years of experience and those who taught at multiple schools. Statistical analyses included mean, standard deviation, median, Pearson chi-squared, and Fisher's exact tests.

Use Cases

• Identify risk factors for voice disorders based on teaching tenure and number of schools taught.
• Analyze associations between vocal symptoms (e.g., throat catarrh/secretion) and work absenteeism.
• Compare coping strategy usage (e.g., focus on the problem) between teachers with and without voice disorders.
• Assess the vocal impact on daily activities using the Profile of Participation and Vocal Activities (PAV) protocol.

Strengths

• Study includes a sample of 110 teachers.
• Uses multiple validated protocols for assessment, including Condition of Vocal Production of the Teacher and Coping Strategies of dysphonia.
• Applies statistical tests like Pearson chi-squared and Fisher's exact test for analysis.

Limitations

• Row count and column-level documentation are unknown, limiting suitability assessment.
• Data freshness and last update date are unknown.
• Geographic scope is limited to public schools in Alagoas, Brazil, which may limit generalizability.

Provenance

Source

Cristiane Cunha Soderini Ferracciu

Collection Method

Teachers were submitted to perceptive-hearing analysis and completed several protocols, with voice disorder assessed via a Visual-Analogue Scale threshold.

Geography

State Schools of Alagoas, Brazil