Voice, monotony, and autonomy in teachers’ work setting

Abstract

Introduction: the relationship between voice and work is the subject of constant study. There is still no investigation into the relationship between monotony and autonomy and vocal complaints. Objective: to investigate the relationship between monotony and autonomy in the workplace with the emergence of vocal complaints among teachers. Method: exploratory, qualitative and descriptive study, carried out through a focus group considering the novelty of the study theme. Ten teachers screened in a previous study with suspected voice disorders using the Voice Disorder Screening Index, who indicated a perception of monotony and lack of autonomy in the work environment using the Teacher Vocal Production Conditions instrument were invited to participate. Seven teachers accepted and two focus groups were conducted. Triggering questions about monotony and autonomy in the workplace were asked. After content analysis, four main categories and subcategories of analysis were created. Results: participants discussed issues related to broken expectations about work, frustrations, routine and daily challenges. Considerations about the voice were related to repetitive use for long periods and an environment with unfavorable acoustics. Complaints such as hoarseness and low vocal projection were cited. Conclusion: monotony in the work environment was perceived as something repetitive and the relationship with the emergence of vocal complaints may be related to situations of intense and constant use of the voice. The lack of autonomy seems to cause monotony and, consequently, demotivation, frustration with one’s career and illness, including voice disorders.