TEACHERS’ PERCEPTION OF VOCAL HANDICAP: A STUDY BASED ON THE VOCAL DISADVANTAGE INDEX-10 (IDV-10)

Abstract

INTRODUCTION AND AIM: Teaching is a profession with high vocal demands and represents a population of particular interest in vocology. This study aimed to explore the perception of vocal handicap in teachers across different educational levels using the Vocal Disadvantage Index– 10 (IDV-10), and to compare the results with a control group without vocal complaints. The relationship between this perception and work-related variables was also assessed.

MATERIALS AND METHODS: A prospective, cross-sectional study with non-probabilistic sampling was conducted. Active teachers (preschool, elementary, and high school levels) and a control group without vocal complaints or history participated. All participants completed the IDV-10 and rated the severity of their self-perceived dysphonia via an online form.

RESULTS: Teachers group (n=178) scored significantly higher than the control group (n=96) on the IDV-10 (8.68 ± 6.95 vs. 2.20 ± 3.30) and self-perceived dysphonia severity (0.70 ± 0.91 vs. 0.03 ± 0.17; p < 0.001). No significant differences were observed across educational levels. Weak significant (p < 0.05) correlations were found between IDV-10 scores and years of teaching experience (negative; ? = -0,23) and weekly working hours (positive; ? = 0,22). Item O14 showed higher value compared to the other items among teachers.

CONCLUSIONS: Teachers in this sample reported a greater perception of vocal handicap and higher self-perceived dysphonia severity than controls, highlighting the need for prevalence studies and the development of targeted prevention and intervention strategies tailored to the demands of their professional work.