Akademik Veri Yönetim Sistemi
Journal of Ear Nose Throat and Head Neck Surgery, cilt.34, sa.1, ss.62-71, 2026 (Scopus, TRDizin)
Objective: To evaluate voice health-related risk factors and vocal hygiene habits among teachers working at different educational levels. Material and Methods: This cross-sectional online study included 685 teachers. The questionnaire covered demographic characteristics, working conditions, voice-related medical history and hygiene habits. Voice-related symptoms were assessed using the Voice Handicap Index-10 (VHI-10), and participants were classified as VHI-10 < 11 (no voice disorder) or VHI-10 ≥11 (voice disorder). Groups were compared for voice symptoms and hygiene habits, and multivariable logistic regression identified independent risk factors for voice disorders. Results: Participants (mean age 44.07±8.75 years) were predominantly female (75.6%) and mostly worked at the high school level. By VHI-10, the prevalence of voice disorders was 15%. The most frequent complaints were throat pain or dryness, fatigue while speaking, throat-clearing and hoarseness. In logistic regression analysis, teaching ≥21 hours per week, having ≥21 students per class, throat clearing or coughing, speaking loudly or shouting, continuing to speak despite fatigue, working in dry or poorly ventilated environments, hyperfunctional phonation and consuming ≥3 daily cups of tea or coffee were significantly associated with voice disorders, while drinking >6 glasses of water per day and having adequate sleep were protective. Conclusion: Voice disorders in teachers are an occupational health problem resulting from interacting individual, occupational and environmental factors. For vocal health, it is important to stop improper voice use, improve adverse classroom conditions that increase vocal load, and ensure adequate hydration and sufficient sleep. These findings highlight the need for vocal hygiene education and institutional regulations to protect teachers’ vocal health.