ABSTRACT
Purpose:
to understand what salutogenic resources have been developed to promote public school teachers’ vocal health.
Methods:
a descriptive exploratory qualitative study, carried out from September to October 2017, with teachers from the initial grades of five schools in the public school system. For data collection, semi-structured interviews were carried out, submitted to thematic analysis in the light of salutogenic theory.
Results:
thirty teachers participated and four thematic axes emerged: Voice perception in daily work; Voice’s aggressive factors; Salutogenic resources to promote vocal health; Practices for vocal health promotion. The following internal salutogenic resources were highlighted: the family and social bond; social relations and the propelling resources of a psychological and spiritual order. As potentialities to promote vocal health: water intake, creativity in classroom activities, quality of sleep, performance of a speech therapist, and development of health promotion practices at school.
Conclusion:
teachers identify and mobilize salutogenic resources to promote the health of their voices. However, it is necessary to reformulate practices in the school context to improve teachers’ vocal health and quality of life.
Keywords:
Faculty; Voice; Health Promotion; Working Conditions; Quality of Life