Purpose
to evaluate the impact of speech voice on teacher’s life quality.
Methods
a quantitative quasi-experimental study carried out with 20 elementary school teachers from three public schools in the city of Goiania. Teachers were asked to answer Voice Complain Protocol and those who had three complaints participated in three-monthly meetings addressing aspects of voice production, and the conditions and organization of teaching. Protocols Complaints V-RQOL – Voice Related Qualit of Life forms - were applied moments before and after phonological action.
Results
regarding the vocal complaints there was an increased perception regarding voice loss, unpleasant sensations, allergies, irritations or inflammations, and shortness of breath while speaking. There was a decrease of: voice failures, burning or pain, hoarseness and/or cough, effort to speak, and dry throat. Regarding the V-RQOL vocal self-assessment remained virtually unchanged, but there was a slight increase in the global and physical average scores and decrease in the social-emotional domain (not significant).
Conclusion
the speech-language action favored perceptions about the voice, decreased complaints and produced mild improvement of the voice on the teachers’ life quality, considering the physical and the global V-RQOL
Life Quality; Voice; Faculty
