Between strain and awareness

An empirical cross-sectional study using the Voice Handicap Index (VHI) to assess teachers’ vocal health

Abstract

The importance of the voice, a key tool for teachers, is often underestimated both during studies and in everyday working life. This can lead to situational strain or chronic voice problems. The present empirical cross-sectional study is dedicated to taking stock of such problem areas. To this end, the Voice-Handicap-Index (VHI), an internationally recognized indicator of subjectively perceived voice health, was surveyed among 414 secondary school teachers and correlated with potential predictors. Mixed regression analyses of the overall index show, among other things, a significant influence of in-service years, previous vocal disorders and voice self-assessment on the VHI. After discussing didactic implications, the necessity of anchoring voice prevention measures more firmly in teacher training programs and in the professional lives of teachers is highlighted.