Examining the Relationships Between Vocal Fatigue and Voice-Related Quality of Life Among K-12 In-Service Music Teachers.

Abstract

Music teachers depend on their voices for a variety of professional responsibilities. Despite the well-documented broader vocal health issues among music teachers, comparatively little is known about self-reported vocal fatigue and the impacts of voice problems on daily function and quality of life in this population. The purpose of this research was to investigate the relationships between self-reported vocal fatigue and two indicators of self-perceived vocal impacts, voice handicap and voice-related quality of life, among K-12 in-service music teachers. The second purpose was to examine whether vocal fatigue varied as a function of teaching contexts. Participants were 211 K-12 music teachers who were members of the National Association for Music Education. They completed an online questionnaire that included (1) demographic and background information, (2) Vocal Fatigue Index, (3) Voice Handicap Index-10, and (4) Voice-Related Quality of Life. Participants rated physical discomfort associated with voicing (factor 2) as closest to the established vocal fatigue threshold. Pearson correlation analyses revealed significant and positive correlations between tiredness of voice and avoidance of voice use (factor 1) and physical discomfort (factor 2) with voice handicap, and significant and negative correlations between factors 1 and 2 with voice-related quality of life. Participants reported lower degrees of tiredness of voice and physical discomfort also tended to report lower voice handicap and better voice-related quality of life. Tiredness of voice was the only significant predictor of voice handicap and voice-related quality of life. Participants who taught 1 to 5 years scored significantly higher on physical discomfort than those who taught for more than 15 years. When experiencing vocal fatigue, music teachers are recommended to use amplification, consult vocal health professionals, and seek organizational support from districts and mentors. Vocal health education should provide knowledge on healthy speaking, vocal health resources, and the roles of voice care professionals.