Impact of Vocal Symptoms in the Professional Performance of Teachers

Abstract

Introduction: Vocal symptoms, in addition to causing impact on personal and social aspects, can also interfere on the teacher’s professional performance, making the work in the classroom harder. Purpose: To investigate the interference of vocal symptoms in teachers’ professional performance and conduct adopted by them in the presence of such symptoms Methods: This is a cross-sectional, exploratorydescriptive study. An individual interview was performed with 23 teachers who reported one or more vocal symptoms, such as hoarseness, pain while speaking, voicing interruptions in the end of the day, among others. The interview contained questions concerning the interference of these symptoms in the different spheres of the teacher’s professional performance. Data were statistically analyzed. Results: 87% of the teachers (n=20) considered that the symptoms interfere on the performance in the classroom (p<0,001). The most cited types of interferences were “try not to use the voice” (50%; n=10), “increase voice intensity” (45%; n=9). All the teachers (100%; n=23) refer having a good relationship with coworkers, parents, management and other teachers; 52,2%(n=12) consider that the symptoms interfere in the teaching process, and there were not statistically significant differences regarding the group which considers no interference in this process. 65,2% (n=15) refer no absences at work for vocal reasons, with statistical difference in relation to those who refer to have missed work (p<0,001). Conclusion: Vocal symptoms interfere on teacher’s professional performance. These professionals need to modify strategies in the classroom. The symptoms do not interfere in the interpersonal relationships and the teachers have little perception regarding the interference of the vocal symptoms on the student’s learning.