Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.
Department of Psychology, Lund University, Lund, Sweden.
Logoped Phoniatr Vocol. 2020 Oct;45(3):110-122. doi: 10.1080/14015439.2019.1595131. Epub 2019 May 22.
Media frequently report on overall work-place challenges in Swedish schools, including teachers' working conditions, their well-being, and students' declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers' vocal health, their general well-being, and students' performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers' verbal and body communication (voice, gaze, and gesture). Teachers ( = 25) from seven schools teaching in school year 3-6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers' self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment. The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up. It can be concluded that the intervention program improves teachers' self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.
媒体经常报道瑞典学校整体工作场所的挑战，包括教师的工作条件、他们的幸福感以及学生成绩下降等问题。语言是每个学校学科成功的关键。因此，优化语言学习环境很重要。糟糕的声音环境会影响教师的嗓音健康、整体幸福感和学生的表现。为了为教师和学生提供更好的条件，有必要将优化的室内声学与其他预防措施（如声乐训练和基于证据的工具）相结合，以改善课堂交流。教师在课堂中起着关键作用，需要具备交际策略方面的知识和技能，以确保一流的交流。本研究的目的是探索一个针对小学教师的干预计划的效果，该计划包括增强课堂语言学习和互动的策略，重点是教师的口头和身体交流（声音、目光和手势）。来自七所 3-6 年级学校的 25 名教师参与了该研究。在干预前后以及 5 周和 3 个月随访时进行评估。评估包括教师对嗓音健康、自我效能感、压力、倦怠和心理社会工作环境的自我评估（问卷调查）。主要结果是，在 3 个月随访时，嗓音问题显著减少，在 5 周随访时，压力和倦怠程度显著降低，自我效能感评分显著提高。可以得出结论，干预计划改善了教师自我报告的嗓音健康，降低了他们对压力和倦怠的感知，同时提高了他们在课堂管理方面的自我效能感。
