Fageeh Yahya A, Alotaibi Turki A, Althobaiti Nawaf Saleh A, Alkhaldi Alhanouf A, Althobaiti Abdullah A, Althobaiti Hanouf A, Abu Rukbah Liyan K, Alharati Shuruq A, Alnofaie Marwan F
Otorhinolaryngology - Surgery, College of Medicine, Taif University, Taif, SAU.
Otorhinolaryngology, King Faisal Medical Complex, Taif, SAU.
Cureus. 2024 Feb 20;16(2):e54561. doi: 10.7759/cureus.54561. eCollection 2024 Feb.
Background Voice disorders (VD) pose significant challenges for teachers as they impact their professional and personal lives. Teaching requires extensive use of the voice, making teachers particularly susceptible to vocal health issues. VD can hinder the quality of education. Objectives This study aimed to comprehensively explore the prevalence, associated factors, and impact of VD among teachers and their health-seeking behavior regarding VD. Methodology A cross-sectional observational study was conducted in Taif City, Kingdom of Saudi Arabia (KSA), between November and December 2023. The data were collected through a questionnaire covering demographic variables, occupational factors, voice-related symptoms, associated health conditions, and the impact of VD. The statistical analysis was performed using SPSS Statistics version 26 (IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.), and chi-squared tests were used to assess associations. Results The study involved 568 teachers, 61.8% of whom had VD. The study identified significant associations between VD and demographic characteristics, habits, and teaching-related variables. Age, gender, teaching subject, class size, and weekly teaching load were associated with the prevalence of VD. Hoarseness, throat pain, and throat dryness were prevalent symptoms among teachers with VD. The impact of VD on teachers was evident, with a considerable proportion reporting work absenteeism (28.7%) and even contemplating retirement due to voice problems (6.3%). Conclusion This study offers a nuanced understanding of VD among teachers in the Taif region, emphasizing the complex interplay of demographic, symptomatic, and behavioral factors. The findings underscore the need for targeted interventions, including awareness campaigns, preventive strategies, and streamlined healthcare access, to address the unique challenges that different subgroups of teachers face. Future research should further explore longitudinal trajectories and objective measures to enhance our understanding of VD in educational settings.
背景
嗓音障碍（VD）给教师带来了重大挑战，因为它们会影响教师的职业和个人生活。教学需要大量使用嗓音，这使得教师特别容易出现嗓音健康问题。嗓音障碍会妨碍教育质量。
目的
本研究旨在全面探讨教师中嗓音障碍的患病率、相关因素、影响以及他们针对嗓音障碍的就医行为。
方法
2023年11月至12月期间，在沙特阿拉伯王国塔伊夫市进行了一项横断面观察性研究。通过一份问卷收集数据，该问卷涵盖人口统计学变量、职业因素、嗓音相关症状、相关健康状况以及嗓音障碍的影响。使用SPSS Statistics 26版（IBM公司。2019年发布。适用于Windows的IBM SPSS Statistics，版本26.0。纽约州阿蒙克：IBM公司）进行统计分析，并使用卡方检验评估相关性。
结果
该研究涉及568名教师，其中61.8%患有嗓音障碍。该研究确定了嗓音障碍与人口统计学特征、习惯和教学相关变量之间的显著关联。年龄、性别、教学科目、班级规模和每周教学工作量与嗓音障碍的患病率相关。声音嘶哑、喉咙疼痛和喉咙干燥是患有嗓音障碍的教师中普遍存在的症状。嗓音障碍对教师的影响很明显，相当一部分教师报告有旷工情况（28.7%），甚至有人因嗓音问题考虑退休（6.3%）。
结论
本研究对塔伊夫地区教师的嗓音障碍提供了细致入微的理解，强调了人口统计学、症状和行为因素之间的复杂相互作用。研究结果强调需要有针对性的干预措施，包括提高认识运动、预防策略和简化医疗保健获取途径，以应对不同教师亚组面临的独特挑战。未来的研究应进一步探索纵向轨迹和客观测量方法，以加深我们对教育环境中嗓音障碍的理解。
