Thomas G, de Jong F I C R S, Kooijman P G C, Donders A R T, Cremers C W R J
Department of ORL, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands.
Folia Phoniatr Logop. 2006;58(5):305-22. doi: 10.1159/000094566.
The aim of the study was to estimate voice complaints, risk factors for voice complaints and history of voice problems in student teachers before they embarked on their professional teaching career. A cross-sectional questionnaire survey was performed among female student teachers. The response rate was 72% and 457 questionnaires were analyzed. Voice complaints at the moment and/or during the past year were reported by 39.6% subjects. Subjects with voice complaints had significantly higher VHI scores than subjects without voice complaints. In comparison to subjects without voice complaints, overall, subjects with voice complaints reported more frequently that vocal loading factors, physical factors, environmental factors and psychological factors had a negative influence on their voice. Subjects with voice complaints reported more frequently a history of voice complaints during puberty and before puberty in comparison to subjects without voice complaints. Voice complaints in student teachers apparently had a multifactorial genesis and with roots during puberty or before puberty. Logistic regression analysis revealed that intensive voice use, emotions and history of voice complaints during puberty were the most discriminating set of risk factors for voice complaints. Subjects with voice complaints in comparison to those without voice complaints reported more frequently that they would develop a voice problem due to future teaching and that future teaching would have a negative influence on their voice. Around three quarters of subjects with and without voice complaints reported that attention paid to their voice during their training was sufficient. However, subjects with voice complaints were observed to report the need for a refresher course on voice use more frequently than those without voice complaints. The findings call for more intensive voice training for student teachers to cope with the vocal, physical and psychological demands of the teaching profession. Authorities should take responsibility to monitor and improve working conditions of student teachers and teachers.
本研究的目的是评估实习教师在开始其职业教学生涯之前的嗓音问题、嗓音问题的风险因素以及嗓音问题病史。对女实习教师进行了横断面问卷调查。回复率为72%，共分析了457份问卷。39.6%的受试者报告了当前和/或过去一年的嗓音问题。有嗓音问题的受试者的嗓音障碍指数（VHI）得分显著高于无嗓音问题的受试者。与无嗓音问题的受试者相比，总体而言，有嗓音问题的受试者更频繁地报告嗓音负荷因素、身体因素、环境因素和心理因素对其嗓音有负面影响。与无嗓音问题的受试者相比，有嗓音问题的受试者更频繁地报告在青春期和青春期前有嗓音问题病史。实习教师的嗓音问题显然有多种成因，且根源在青春期或青春期之前。逻辑回归分析显示，高强度嗓音使用、情绪以及青春期嗓音问题病史是嗓音问题最具区分性的一组风险因素。与无嗓音问题的受试者相比，有嗓音问题的受试者更频繁地报告他们会因未来教学而出现嗓音问题，且未来教学会对其嗓音产生负面影响。大约四分之三有和无嗓音问题的受试者报告称，他们在培训期间对嗓音的关注是足够的。然而，观察发现，有嗓音问题的受试者比无嗓音问题的受试者更频繁地报告需要嗓音使用进修课程。研究结果呼吁为实习教师提供更强化的嗓音训练，以应对教学职业对嗓音、身体和心理的要求。当局应负责监督和改善实习教师和教师的工作条件。
