This study, conducted among female elementary school teachers, examined the effect of teaching career and work environment (low/high grade, No. of classroom pupils, teaching hours a week) on the total scores of KVHI(Korean-Version of Voice Handicap In...
This study, conducted among female elementary school teachers, examined the effect of teaching career and work environment (low/high grade, No. of classroom pupils, teaching hours a week) on the total scores of KVHI(Korean-Version of Voice Handicap Index) and KVQOL (Korean-Version of Voice-Related Quality of Life) - subjective voice assessment tools. At the same time, the study examined the ratio of their experiencing voice problem as well as their compliance level of vocal hygiene (how they managed the voice during the class when faced its fatigue, whether or not take caffeine, whether or not smoke or drink).
The subjects of this study were 193 female class teachers at the age of 20 years or older from national and public elementary schools, and teachers of special class were excluded. The study was conducted using the questionnaire sheet.
The findings of the study are as follows. (1) While teaching career and work environment (low/high grade, No. of classroom pupils, teaching hours a week) didn't have a significant influence on the total score of KVHI, low/high grade out of work environment had a significant influence. Related with low/high grades, the total scores of KVQOL among low grades female teachers was lower than those of high grades female teachers. (2) The ratio of teachers experiencing voice problem was 47%. (3) In regard to teacher's compliance level of vocal hygiene, the most frequent action taken to deal with fatigue of voice turned out to be drinking water, followed by drinking tea or green tea that might affect voice quality. The ratio of using microphones was very low. The ratio of teachers using caffeine was 81%, of whom 44% experienced voice problem. As for smoking or non-smoking, every teacher responded as not smoking. While, 37% used to drink, of whom 34% experienced voice problem.
Findings of this study revealed that KVQOL was useful in reflecting the difficulty in using voice according to the age of pupils in charge – a factor from teacher's work environment. That said, each of KVHI and KVQOL is an assessment tool with own features and direct comparison seems to be difficult. Thus, as for subjective voice assessment among female elementary school teachers, this study expects two tools may be used in a complementary way. In the meantime, voice handicap among them may be caused by complex interaction of diverse factors besides variables suggested by this study. And the study suggests the need for periodical vocal hygiene education so that teachers are able to get right knowledge and habit of vocal health.
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