Voice Disorders in Teachers: A Quantitative Assessment Using the Voice Symptom Scale in a Saudi Arabian Town

Abstract

The human voice is an essential tool for communication, particularly in teaching, one of the most vocally demanding professions. Persistent voice use can lead to vocal strain and hoarseness, impacting teachers’ professional performance and quality of life. This study aimed to assess the prevalence of hoarseness of voice and identify associated risk factors among school teachers in Bisha, Saudi Arabia, using the Voice Symptom Scale (VoiSS).A cross-sectional study was conducted in 15 schools across Bisha, in Saudi Arabia involving 101 randomly selected school teachers. Data were collected using a pre-tested, validated questionnaire that included demographic details, voice usage patterns, lifestyle habits, and the VoiSS. Descriptive and bivariate analyses were conducted using SPSS version 27 to identify associations between hoarseness and various risk factors. The prevalence of hoarseness of voice among participants was 63.4%. Female teachers and those with less than 20 years of teaching experience were significantly more affected (P = 0.003). Coffee consumption showed a statistically significant association with increased VoiSS scores (P = 0.041), while other factors such as age, smoking, and voice amplification usage were not significantly associated. Hoarseness of voice is highly prevalent among school teachers in Bisha, particularly among females and those with shorter teaching experience. Lifestyle factors such as coffee intake may exacerbate voice symptoms. These findings underscore the need for preventive measures, including vocal health education, voice amplification tools, and access to medical care, to reduce the burden of voice disorders in educators.