Purpose
Determine the work environment factors related to hazards in voice production for elementary school teachers, as well as the impact of vocal rest and teaching methodology.
Methods
This research features a quantitative, cross-sectional, non-experimental, correlational study, which applies an instrument consisting of a fill-out form and a questionnaire performed by the evaluator to 90 elementary school teachers. The following variables were taken into account: classroom size, acoustics, noise, amount of students in the classroom, chemical substances, temperature, subject taught, teaching method and classroom vocal use time. The statistical analysis was performed using the PASW statistical software, version 20.
Results
Regarding the external acoustic insulation, the windows are made of glass or structures with metal bars, and no elements covering the surface of the window, zinc sheets or cement in ceilings and aluminum doors. The average noise measurement in the classroom is 77 dB, and the temperature and humidity measurements show a warm humid weather tendency. The most frequent teaching method is the lecture-type class. Elementary teachers must teach all of the subjects, and have an average voice rest period of 30 minutes. The inferential analysis using the chi-square test found no correlation between work environment factors of the teacher and the presence of dysphonia.
Conclusion
The elements of the teaching environment and the intrinsic factors of the teaching practice are not directly related to the presence of dysphonia, but they are associated elements that do not generate vocal disorders by themselves.
Voice; Faculty; Occupational health; Risk factors; Dysphonia