Voice disorders in teachers and the general population: Effects on work performance, attendance, and future career choices
Voice disorders in teachers and the general population: Effects on work performance, attendance, and future career choices
复制标题
DOI：
10.1044/1092-4388(2004/042
复制
发表时间：
2004-06-01
影响因子：
2.6
通讯作者：
Smith, EM
中科院分区：
文献类型：
--
作者：
Roy, N;Merrill, RM;Smith, EM
为了研究嗓音障碍对教师和普通人群的工作表现和出勤率的频率和不良影响，随机选择了来自爱荷华州和犹他州的2,401名参与者（n（1）= 1,243名教师和n（2）= 1,279名非教师），并使用嗓音障碍问卷进行电话采访。与非教师相比，教师明显更有可能经历多种声音症状和体征，包括声音嘶哑、不适、发声时努力程度增加、短暂使用后感到疲劳或声音质量发生变化、声音投射困难、说话或轻声歌唱困难以及歌唱范围丧失（所有比值比[OR] p < .05）。此外，教师一致认为这些声音症状是由于他们的职业，并且更有可能表明他们的声音限制了他们在工作中执行某些任务的能力，因此减少了活动或互动。与非教师相比，教师在前一年因声音问题而错过了更多的工作日，并且更有可能因为他们的声音而考虑改变职业（所有比较p <0.05）。这些研究结果强烈表明，教师职业相关的语音功能障碍可能会对工作表现，出勤率和未来的职业选择产生显着的不利影响。
To examine the frequency and adverse effects of voice disorders on job performance and attendance in teachers and the general population, 2,401 participants from Iowa and Utah (n(1), = 1,243 teachers and n(2) = 1,279 nonteachers) were randomly selected and were interviewed by telephone using a voice disorder questionnaire. Teachers were significantly more likely than nonteachers to have experienced multiple voice symptoms and signs including hoarseness, discomfort, and increased effort while using their voice, tiring or experiencing a change in voice quality after short use, difficulty projecting their voice, trouble speaking or singing softly, and a loss of their singing range (all odds ratios [ORs] p < .05). Furthermore, teachers consistently attributed these voice symptoms to their occupation and were significantly more likely to indicate that their voice limited their ability to perform certain tasks at work, and had reduced activities or interactions as a result. Teachers, as compared with nonteachers, had missed more workdays over the preceding year because of voice problems and were more likely to consider changing occupations because of their voice (all comparisons p < .05). These findings strongly suggest that occupationally related voice dysfunction in teachers can have significant adverse effects on job performance, attendance, and future career choices.