The COVID-19 pandemic has profoundly altered the landscape of education, compelling teachers worldwide to transition to virtual teaching. This shift has raised questions about its impact on teachers' vocal health. A recent study, "Effects of Virtual Teaching on Swedish Teachers’ Voices During the COVID-19 Pandemic," offers valuable insights into this issue.
Researchers found that self-reported voice handicap and Vocal Tract Discomfort (VTD) symptoms were slightly lower during virtual teaching compared to face-to-face teaching. Although the differences were not statistically significant, 34% of teachers reported more voice problems when teaching face-to-face, while 15% reported more problems when teaching virtually. The most common VTD symptoms in both teaching modes were a dry and tight throat, while the most frequent dysphonia symptoms were a tense voice and hoarseness.
Several factors contribute to these outcomes:
- Air Quality: Better air quality during virtual teaching was associated with fewer voice problems.
- Voice Strain: Teachers who strained their voices more during face-to-face teaching reported more voice issues.
- Stress Levels: Teachers who felt more stressed during virtual teaching also reported more voice problems.
For practitioners aiming to improve their vocal health while teaching virtually, consider the following strategies:
- Optimize Air Quality: Ensure your teaching environment has good ventilation and is free from pollutants.
- Use Proper Equipment: Utilize headsets with microphones to reduce the need for voice strain.
- Manage Stress: Incorporate stress-reducing activities into your routine to minimize the impact of stress on your voice.
Moreover, practitioners are encouraged to conduct further research to explore the long-term effects of virtual teaching on vocal health and to identify additional strategies for mitigating voice problems.
To read the original research paper, please follow this link: Effects of Virtual Teaching on Swedish Teachers’ Voices During the COVID-19 Pandemic.
