Vocal habits, dysphonia severity index, and voice-related quality of life in indian primary school teachers: An exploratory study

Context: Only a handful of studies have explored the relationship between vocal habits, Dysphonia Severity Index (DSI) scores, and Voice-Related Quality of Life (VRQOL), especially among Indian primary school teachers. Aims: We aimed to document the factors affecting DSI and VRQOL scores among Indian primary school teachers and to study the correlation between these measures in Indian teachers with and without dysphonia. Settings and Design: This was a retrospective standard group comparison study. Subjects and Methods: A total of 90 primary school teachers (33 males and 57 females) were administered a vocal health questionnaire, and based on the questionnaire responses, participants were classified into two groups. Group 1 consisted of 33 participants without any self-reported symptoms of voice problems. Group 2 included 57 participants with self-reported symptoms of voice problems. Further, the phonation samples were recorded, and DSI scores were calculated. Participants were also instructed to fill out the VRQOL questionnaire. Statistical Analysis Used: Shapiro–Wilk test, the Mann–Whitney U-test, and Spearman's rank correlation coefficient were carried out as a part of statistical analyses. Results: Teachers with self-reported vocal symptoms exhibited more frequent habits such as consumption of beverages, intake of spicy and oily food, less time interval between intake of meals and sleep, coughing, speaking at uncomfortable volumes, and frequent screaming or yelling or cheering. There was a significant positive correlation between VRQOL and the DSI values. Conclusion: Future studies can be carried out to discern the impact of the classroom's size, population, background noise, and amplification equipment on teachers.