Voice as a Working Tool for Teachers: A Qualitative Study of Work-Related Perceptions and Impact.
Adrián Castillo-Allendes, Lady Catherine Cantor-Cutiva, Verónica Vidal and 1 others
PMID 39389899WHAT IT FOUND
Teachers described their voice as central to teaching and said dry air, large classes, and low institutional support strain it.
Many lacked formal vocal care training. They said amplification helped when available.
Key findings
01Teachers described voice as central to teaching, and vocal care gaps were prominent themes reported by all 18 participants.
02Teachers linked vocal strain to dry air, high vocal demands, and inconsistent institutional support.
03Teachers reported a gap in formal voice training and inconsistent access to amplification devices.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The findings come from 18 current U.S. schoolteachers and may not apply to other countries, school systems, or teaching contexts. Demographic details were collected but not analysed, so differences by subject, grade, gender, or marital status are unclear. Participants with diagnosed voice disorders or prior voice care were not excluded, so their perceptions may differ from teachers without that history. The study reports perceptions and themes, not measured voice outcomes or intervention effects.
Declared interests
The authors declared no competing interests. No funding source is stated in the supplied text.
The easy way to misread this
Do not read these themes as proof that amplification, training, or workplace changes improve voice outcomes. This study reports teachers' perceptions, not measured effects.