Prevalence, Risk Factors and Impact of Voice Disorders among Primary School Teachers in Cairo, Egypt

Abstract

Background: Teachers are at high risk to develop voice disorders (VDs) due to high vocal demands, which affect their professional life, their mental, physical and emotional state and their ability to communicate. Objective: the aim of the study was to estimate the prevalence rate of VDs among primary school teachers and to identify its risk factors and impact. Method: A cross-sectional study was conducted including 225 primary school teachers. Study tools included an interview questionnaire, Voice Handicap Index and voice ergonomic assessment. Noise levels were recorded. Results: Career prevalence of self-reported vocal problems was 56.4%, year prevalence was 55.1%, and point prevalence was 31.1%. Risk factors of VDs included female gender, high degree of voice loudness, lack of voice rest, use of anticoagulants, laryngeal disease, URTI, asthma and stress. More teachers with VDs had absenteeism, adjusted teaching method and changed overall job opinions. VDs also had negative impact on teachers' physical, functional and emotional state.