Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.14279/27474
Title: | Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers | Authors: | Kyriakou, Kyriaki Theodorou, Elena Petinou, Kakia Phinikettos, Ioannis |
Major Field of Science: | Medical and Health Sciences | Field Category: | Clinical Medicine | Keywords: | Occupational impact;Predictive risk factors;Teachers;Voice problems | Issue Date: | May-2022 | Source: | Folia Phoniatrica et Logopaedica, 2022, vol. 74, no. 3, pp. 176–185 | Volume: | 74 | Issue: | 3 | Start page: | 176 | End page: | 185 | Journal: | Folia Phoniatrica et Logopaedica | Abstract: | Aim: The aim of this investigation was to complete a further analysis of existing data to compare risk factors of voice problems as well as create a hierarchical ranking of risk factors in preschool-kindergarten and 1st- to 6th-grade teachers in order to develop a voice hygiene program and prioritize its goals for each group of teachers. Methods: An online survey was completed by 148 preschool-kindergarten and 301 1st- to 6th-grade public school teachers. Participants were divided into four groups, preschool-kindergarten and 1st- to 6th-grade teachers with no self-perceived voice disorders and preschool-kindergarten and 1st- to 6th-grade teachers with self-perceived voice disorders. A χ2 test and a multivariate logistic regression model were used to examine the differences in answers between the preschool-kindergarten teachers with and without voice disorders and the 1st- to 6th-grade teachers with and without voice disorders and to identify the most important predictors. Results: The significant predictors for preschool-kindergarten teachers are frequently or sometimes continuing to talk after a breath cycle and being exposed to an excessive or a lot of noise generated in the classroom. The significant predictors for 1st- to 6th-grade teachers include having short breaks between classes and continuing to talk frequently after a breath cycle. Conclusions: Job-related risk factors in preschool-kindergarten and in 1st- to 6th-grade teachers may vary. Therefore, a preventative vocal hygiene education program specifically tailored for each population of teachers is suggested. | URI: | https://hdl.handle.net/20.500.14279/27474 | ISSN: | 14219972 | DOI: | 10.1159/000518767 | Rights: | © S. Karger AG | Type: | Article | Affiliation : | Cyprus University of Technology | Publication Type: | Peer Reviewed |
Appears in Collections: | Άρθρα/Articles |
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