Voice Disorder, Job Stress, and COVID-19 in Teachers: Impacts in Times of Pandemic

Trastorno de la voz, estrés laboral y COVID-19 en profesores: repercusiones en tiempos de pandemia

Published 2024-01-29

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Vol. 6 No. 1 (2024)
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Voice Disorder, Job Stress, and COVID-19 in Teachers: Impacts in Times of Pandemic. Rev. Investig. Innov. Cienc. Salud [Internet]. 2024 Jan. 29 [cited 2024 Dec. 22];6(1):8-23. Available from: https://riics.info/index.php/RCMC/article/view/231
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https://doi.org/10.46634/riics.231
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Maria Madalena Ferreira do Bonfim
School of Human and Health Sciences; Pontifical Catholic University of São Paulo; São Paulo; Brazil
    https://orcid.org/0000-0002-2365-1506
    Leslie Piccolotto Ferreira
    Department of Theory and Methods in Speech Therapy and Physiotherapy; School of Human and Health Sciences; Pontifical Catholic University of São Paulo; São Paulo; Brazil
      https://orcid.org/0000-0002-3230-7248
      Adriane Mesquita de Medeiros
      Department of Speech-Language-Hearing Sciences; Medical School; Federal University of Minas Gerais – UFMG; Minas Gerai; Belo Horizonte; Brazil
        https://orcid.org/0000-0002-2817-2555
        Ana Carolina Constantini
        School of Medical Sciences; State University of Campinas - UNICAMP; Campinas; Brazil
          https://orcid.org/0000-0002-0387-5166
          Maria Lúcia Vaz Masson
          Department of Speech-Language-Hearing Sciences Multidisciplinary; Institute of Rehabilitation and Health; Federal University of Bahia; Salvador; Brazil
            https://orcid.org/0000-0003-0733-1753
            Show authors biography

            Introduction. The conditions of teachers' work during the COVID-19 pandemic affected teachers' lives regarding voice disorder and stress, even in emergency remote classroom situation.

            Objective. To analyze the relationship between the presence of voice disorder, job stress, and COVID-19 in teachers when in emergency remote classroom teaching situation at the time of the pandemic.

            Method. This is a primary, exploratory, observational cross-sectional study with the use of survey forwarded online during the period of emergency classes after the arrival of COVID-19 pandemic in Brazil. The teachers answered the sociodemographic questions about the presence of COVID-19 and the following instruments: Condition of Vocal Production-Teacher [Condição de Produção Vocal - Professor (CPV-P)], Screening Index for Voice Disorder (SIVD), and Job Stress Scale (JSS).

            Results. Of the 118 teachers analyzed, 94.1% were female; the average age was 44 years. The SIVD recorded the presence of voice disorder in 66.9% of the participants. Regarding the JSS, which are the findings related to stress at work in the demand domain, the teachers showed high levels, a fact which presupposes the existence of pressure of psychological nature to perform their work.

            Conclusion. The teachers self-reported the presence of voice disorder even in remote class situation, on the occasion of COVID-19, which were more common in older teachers. When comparing the presence of voice disorders, coronavirus symptoms, and stress domains in relation to demand, control, and social support, there was no significance. It is hoped that this study will help to reflect on the need to improve teachers' working conditions, strengthening work-related voice disorder actions and guiding actions for vocal care and well-being.

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