عنوان مقاله [English]
Background and Aims: Given that voice problems can have a huge impact on the teachers' ability to work and as a result on the whole society, the aim of the present study was to determine the prevalence of voice disorders in primary school teachers in Arak.
Materials and Methods: To evaluate the prevalence of voice disorders, 965 teachers of the first to sixth levels from Arak primary schools were evaluated using voice Disorders Questionnaire for primary School Teachers, which enjoys high reliability and validity indices. Particpants who received score 9 or higher were classified as teachers with voice disorders.
Results: The prevalence of voice disorders among primary school teachers in Arak was 28.9% (29.9%, male teachers and 28.9% female teachers). Increase in the teaching grade ( P = 0.815) and the teacher's gender ( P = 0.666) did not significantly increase the prevalence of the disorder, but the type of school (P = 0.001) and the type of area (1 or 2) with P = 0.044 had a significant effect on the prevalence of this disorder.
Conclusion: In general, the prevalence of voice disorder in teachers was found to be 28.9%. Gender and the basis of teaching factors do not make a difference in the prevalence of this disorder, but the type of school and educational area is effective in the prevalence of this disorder.
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