Self-reported Effects of Vocal Health Promotion Videos on Teachers

Abstract

Introduction. Guidance on vocal health promotion can benefit teachers; however, the impact of presenting such guidance in videos is not well understood. Objective. To evaluate the self-reported effects of vocal health promotion videos on a cohort of teachers. Method. Cross-sectional observational study. Two videos containing speech therapy guidance for voice management in both remote and resuming in-person classes during the COVID-19 pandemic were distributed to 1081 teachers. Subsequently, an online questionnaire was administered to the teachers to assess their learning from the videos, changes in vocal habits resulting from the content, specific behavioral changes, and suggestions for additional health promotion initiatives. Descriptive and inferential analyses were performed using the Mann-Whitney U test and Fisher's exact test. Results. Thirty-three teachers participated in the study. Participants positively evaluated the videos and reported implementing changes in their vocal habits and teaching practices. They also noted post-viewing improvements in their voices. Changes in behavior included reduced smoking, increased water intake, decreased shouting and throat clearing, improved relaxation and reduced tension during classes, and improved eating habits. Most teachers indicated that remote speech therapy guidance was more accessible than in-person consultations. Conclusion. The videos promoted self-perception and facilitated positive changes, improving the teachers’ vocal health and communication.

Keywords

• Voice
• voice disorders
• voice training
• speech therapy
• school teachers
• faculty