VOCAL SYMPTOMS IN TEACHERS DURING THE COVID-19 PANDEMIC

Abstract

This study described and compared the frequency of vocal symptoms in teachers at two points in the time: the period before the COVID-19 pandemic with face-to-face classes and the period after with virtual classes during the pandemic. The working hypothesis was that virtual classes represent more vocal effort and more stress than face-to-face classes.

The participants were a random sample of 952 teachers from all educational levels in the metropolitan region of Buenos Aires who responded to an online survey in August 2020.

The results showed that 31% of teachers reported vocal symptoms before the pandemic and 72% while teaching virtual classes during the pandemic. These symptoms are mostly considered early indicators of future dysphonia.

These findings suggest that teaching through virtual classes implies a higher risk for vocal health than face-to-face classes, with educational, occupational, economic and quality of life consequences, and therefore would require specific training as a preventive measure.