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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Copyright
© 2016, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.