Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided. / published_or_final_version / Surgery / Master / Master of Medical Sciences

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Differences may exist between the voice qualities of those who professionally use and train their voices and those who do not. The examination of fundamental frequency and frequency range m actresses and non-actresses is integral to determining voice quality differences in these populations. These differences, whether the result of frequent use or training of the voice, may exist relative to fatiguing conditions such as may be experienced by actresses in the course of their work. Fatigue has been shown to produce greater effects in normals than in performers, particularly in singers (Gelfer, Andrews, and Schmidt, 1991). Little research has been found comparing actresses to non-actresses in such an interaction effect. In order to determine whether a separate set of normative values should be sought for actresses, it is first necessary to determine whether significant differences exist between these populations in voice quality parameters. The purpose of the present study was to determine whether or not significant changes in fundamental frequency and frequency range occurred in non-actresses relative to actresses as a result of fatigue. The subjects for the study included ten actresses between the ages of 20 and 30 who had a minimum of one quarter of voice training and three years of acting experience and ten women of the same age group who had no voice training or experience in acting. Each subject passed a puretone audiometric screening, had a negative history of voice disorders, and had not smoked within the last year. These two groups were evaluated for: 1) fundamental frequency in prolonged productions of the vowel lal; 2) speaking fundamental frequency in connected speech; 3) frequency range in sung scales; and 4) frequency range in connected speech. Data was statistically analyzed using one way ANOV A tests with repeated measures. No significant interactions occurred between group and time, suggesting that non-actresses did not produce a greater shift than did actresses in fundamental frequency or frequency range as a result of fatigue. These results contradicted some findings and supported other findings of previous research based on similar samples.

The voice is the only natural and, when properly trained, also the most perfect instrument. Any other instrument, be it string, wind or percussion, is a separate entity, an object devised by man, and over the years altered, improved and perfected. None of those, from primitive pipes to the most intricate electronic apparatus can produce a single sound without human aid. It needs someone to play it manually and/or orally. Intro., p. 1.

The objectives of this research were to (1) characterize the demographics and vocal health history of collegiate-level singers, particularly those with a voice disorder and (2) describe and compare self-reported symptoms of singers across diagnostic categories of vocal fold disorders. Clinical reports of 56 collegiate-level singers (15 male and 41 female) who visited the Voice Diagnostic Clinic at the University of North Texas for voice evaluations between 2010 and 2015 were reviewed. Information was extracted from clinical records including demographic data, vocal health history, self-reported voice-related symptoms, and voice diagnosis confirmed by strobolaryngoscopic examinations and phonatory function testing. Diagnoses of voice disorders were grouped under three categories: normal (i.e., no perceptible pathology), benign lesions and irritation/inflammation. Seven singers were diagnosed as normal, 27 (51.8%) with benign lesions, and 22 (39.3%) with irritation/inflammation. All singers diagnosed as normal were females. Female singers have twice as many benign lesions as irritation/inflammation whereas males presented the opposite pattern. Nodules, polyps, cysts and irritation/inflammation were the most common voice disorders. Singers with allergies and a past history of voice problems demonstrated a higher incidence of voice disorders. The top five self-reported vocal symptoms were worse voice in the morning (50%), pain in throat (46.4%), voice worse with prolonged use (44.6%), vocal fatigue (42.9%), and breathiness (41.1%). Self-reported symptoms are not a reliable screening tool to determine presence or absence of vocal pathology. Voice teachers must be familiar with the singing and speaking voice of each student, so as to perceive early onset of vocal attrition symptoms and encourage the student in seeking medical attention.

This study investigated the associations between sleep patterns and singing voice quality in 231 adult singers of various skill levels across the United States. The four-part survey using a general questionnaire on demographics, musical background, vocal health, and three established survey instruments: the Pittsburgh Sleep Quality Index (PSQI), the Singing Voice Handicap Index-10 (SVHI-10), and the Epworth Sleepiness Scale (ESS) found that while scores were worse than normative values for the PSQI and the SVHI-10, a Pearson correlation between the two showed a moderate association. A linear regression also yielded that 8.9% of the variance in SVHI-10 scores could be predicted from PSQI scores. While further research is needed in this area, this study suggests that the amount of sleep needed for an optimal singing voice may be different from the amount needed to feel well-rested for some singers. Moreover, singers may overestimate the influence of sleep on their singing voices.

In this study, I examined the awareness, perceptions of required knowledge, and perceived competency of Texas secondary choral music educators concerning the new musician health objectives included in the revised Texas Essential Knowledge and Skills standards (TEKS). A secondary purpose of this study was to identify the activities and variables that promote the development of these characteristics and prepare educators to address the standards in their instruction. Using a researcher-designed web-based survey instrument, I gathered data from participants who were actively teaching choir in secondary public schools in the state of Texas (N = 183). As part of the survey, participants reported the highest degree they had attained and field of study, the completion of choral methods and vocal pedagogy courses during their training, participation in professional development, and years of teaching experience. Findings revealed that a majority of participants (53.01%) were not aware of the health-related standards prior to taking the survey. A majority also did not consider each objective as required curricular components (hydration: 69.95%, vocal health: 39.89%, body mechanics: 61.75%, hearing protection: 68.85%, hygienic practice: 69.96%). Participants did rate themselves highly for perceived competency, a measure including adherence to competent practices and views of personal ability. There were no statistically significant main effects observed for any variable on awareness and perceptions of knowledge. I did observe significant main effects of degree level and major, professional development participation, and completion of a choral methods course for measures of perceived competency.