Voice activity limitation and participation restriction in the teaching profession: the need for preventive voice care

Abstract

Teachers are prone to developing voice problems because of the specific occupational demand of teaching. Voice problems impose difficulties or limitations not only on their teaching activities but also on other daily voice activities. Activity limitation and participation restriction are two separate dimensions introduced in the International Classification of Impairments, Disabilities, and Handicaps by the World Health Organization (1997). Teachers with voice problems may face difficulties or limitations in their teaching activities. However, they may have little choice but to continue participating in these teaching activities. This study reports the extent of voice problems and their impact on 30 self-selected teachers enrolled for a workshop to improve their teaching voice. The findings show that job, daily communication, social communication, and emotion were all affected in the majority of the teachers. It also points to the need of implementing preventive voice care for the teaching profession.