Impact of Classroom Determinants on Psychosocial Aspects of Voice Among School Teachers of Indore, India: A Preliminary Survey

Abstract

Teaching voice is the professional voice; often different in quality from our day-to-day speaking voice, and is supposed to be subjected to vocal abuse, misuse and overuse. This paper aims towards highlighting  the various classroom determinants that may impact teacher’s voice and how these impacts can affect the daily activities in terms of functional emotional and psychosocial aspects. To understand the same, a cross sectional prospective study was conducted across eight English medium institutions of Indore (a city in central India) region. The study was carried out in three phases: formulation of a questionnaire, data collection (through administration of the questionnaire and VHI among sixty school teachers) followed by data analysis, to determine whether any association exists between the various classroom determinants and voice impairment. Significant association was found between determinants like teaching experience; number of classes, duration of breaks, use of any alternate method of teaching and alternate use of any amplification device with physical, emotional and functional aspects of life. The findings holistically indicate that various factors within the classroom environment only has a significant bearing on the voice disturbances of a school teacher’s life thus deteriorating their quality of life. Thus it is substantial to begin a training programme by speech language pathologists in order to heighten awareness among teachers. After all voice disturbances are a real and treatable condition and with the right amount of training can be avoided.

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Acknowledgements

We sincerely extend our thanks to Dr. B.K Sharma, Associate Professor (Statistics), Sri Aurobindo Medical College and PGI Indore, whose statistical expertise was invaluable during the analysis and interpretation of the data that has been collected. Also thanks to the Principals and teachers of all the participating schools for allowing us to collect data during their busy school hours.

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Corresponding author

Correspondence to Kamalika Chowdhury.

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Conflict of interest

The author declares that they no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Appendix: Awareness Questionnaire on Classroom Determinants

Appendix: Awareness Questionnaire on Classroom Determinants

Demographic Data

  1. (1)

    Name

  2. (2)

    Age/Gender:

  3. (3)

    Address:

  4. (4)

    Name of the school/college

  5. (5)

    Qualification:

  6. (6)

    Language spoken (Mention all the languages):

  7. (7)

    Number of years of teaching:

  8. (8)

    Grades being teaching:

  9. (9)

    No. of working days (per week)

  10. (10)

    Any history/treatment of voice problem (If yes, provide details)

  11. (11)

    Presence/history of any hearing loss/neurological disorder (If yes, provide details):

Classroom Determinants

  1. Q1

    What is the total duration of school (per day)?

  2. Q2

    How many classes do you take in a day?

  3. Q3

    What is the duration of each class?

  4. Q4

    How many students do you teach in a class?

  5. Q5

    How many breaks do you have in a day?

  6. Q6

    What is the duration of each break?

  7. Q7

    Do you use chalk/black board frequently during teaching? (a) Yes (b) No

  8. Q8

    If yes, does the use of chalk/black board frequently during teaching helps in (a) reducing vocal stress (b) does not reduce vocal stress?

  9. Q9

    Do you use any alternate methods of teaching (like, LCD, projectors etc.) frequently? (a) Yes (b) No

  10. Q10

    If yes, does the use of alternate methods of teaching (like, LCD, projectors etc.) (a) reducing vocal stress (b) does not reduce vocal stress?

  11. Q11

    Do you use amplification system (mic and speaker) to be heard loud while teaching? (a) Yes (b) No

  12. Q12

    If yes, does the use of amplification system (mic and speaker) helps in (a) reducing vocal stress (b) does not reduce vocal stress?

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Chowdhury, K., Dawar, H. Impact of Classroom Determinants on Psychosocial Aspects of Voice Among School Teachers of Indore, India: A Preliminary Survey. Indian J Otolaryngol Head Neck Surg 71, 776–783 (2019). https://doi.org/10.1007/s12070-018-1546-6

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Keywords

  • Teachers
  • Professional voice users
  • Classroom determinants
  • Questionnaire
  • Voice Handicap Index