The impact of voice problems on emotions, job performance, social and communicative abilities of primary school teachers

Mozhgan Asadi; Maryam Mokhlesin; Faezeh AsadollahPoor; Shohreh Kaviyani; Reyhaneh Noruzi; Majid Mirmohammadkhani; Fatemeh Kasbi

doi:10.5812/koomesh-153921

Koomesh

Journal of Semnan University of Medical Sciences

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The impact of voice problems on emotions, job performance, social and communicative abilities of primary school teachers

Author(s):

Mozhgan Asadi

^{1, 2},

Maryam Mokhlesin³,

Faezeh AsadollahPoor^{4, 5},

Shohreh Kaviyani³,

Reyhaneh Noruzi²,

Majid Mirmohammadkhani

⁶,

Fatemeh Kasbi^3,*

1University of Welfare and Rehabilitation Sciences, Tehran, Iran

2Dept. of Speech Therapy, Rehabilitation College, Semnan University of Medical Sciences, Semnan, Iran

3Neuro-muscular Rehabilitation Research Center, Dept of Speech Therapy, Rehabilitation College, Semnan University of Medical Sciences, Semnan, Iran

4Tehran University of Medical Sciences, Tehran, Iran

5Dept of Speech Therapy, Zahedan University of Medical Sciences, Zahedan, Iran

6-Social Determinants of Health Research Center, School of Medicine, Semnan University of Medical sciences, Semnan Iran

Koomesh:Vol. 18, issue 2; e153921

Published online:Aug 21, 2016

Article type:Research Article

How to Cite:Mozhgan AsadiMaryam MokhlesinFaezeh AsadollahPoorShohreh KaviyaniReyhaneh NoruziMajid MirmohammadkhaniFatemeh Kasbiet al.The impact of voice problems on emotions, job performance, social and communicative abilities of primary school teachers.koomesh.18(2):e153921.

Abstract

Introduction: Teachers often speak to high volume for a long time both in the noisy environments and in the stressful situations therefore, their tissue of vocal cords are exposed to damage. The voice problems may have the adverse impacts on the quality of education, employment, economic and communicative conditions and also on the emotional status. In this study, the effects of voice problems on the teachers’ job performance communication, social and emotional status were investigated through comparing the teachers’ knowledge with/without dysphonia from their voice problems. Materials and Methods: This study was conducted on 243 teachers at primary schools. The participants on the basis of response to the four – choice items and in relation to the rate of his/her voice problems (always, often, sometimes and rarely) were divided into two groups with/without voice problems (VP = always and often) and lack of voice ones (NVP = sometimes and rarely). To collect the data, the questionnaire with α = 0.91 was used, and to investigate the relationship between the voice problems and the performance of teachers. Results: The findings showed that the voice problems among the teachers had a significant relationship with teaching, job attitude, ability for communication, social ability and their emotions (P

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