Dysphonia is a frequent complaint among teachers, an occupation in which the voice is a fundamental tool. OBJECTIVES: This study aimed at evaluating the prevalence of dysphonia in pre- and primary school teachers, observing associate symptoms and factors, in order to delineate guidelines for future prevention programs. STUDY DESIGN: Transversal cohorte. PATIENTS AND METHOD: This cross-sectional study consisted of a survey that enrolled 451 teachers of 66 primary public schools of Mogi das Cruzes. The teachers answered to a questionnaire that assessed, besides identification and demographic data, their professional activity, dysphonia characteristics, associate symptoms and habits. Thirty teachers that presented constant voice symptoms were submitted to laryngoscopy, and an objective diagnosis was firmed. RESULTS: Dysphonia was present in 80,7% of the studied teachers. There was no significant association between the frequency of dysphonia and age, profession time, class type and the number of non-professional voice abuse factors or smoking. There was significant relation between the frequency of dysphonia and weekly work hours (p < 0,01) and number of pupils per class (p < 0,02). There was also significant association between the frequency of disfonia and the presence of allergic rhinitis (p < 0,001) and/or gastro-esophageal reflux (p < 0,01) symptoms. CONCLUSIONS: Dysphonia is a very common symptom among teachers. Prevention programs should include measures of reduction of the working time and the number of pupils per class, as well as the treatment of associate non-professional pathologies.
dysphonia; professional; teacher; associated factors
