Dysphonia and teaching performance in the post-pandemic era by COVID-19
Keywords:
voice, dysphonia, teaching performance, teachers, pandemic.Abstract
Introduction: Teaching work sometimes generates the presence of certain illnesses, including those associated with the voice, which affect communication with students, and therefore influence their performance. Dysphonia is one of the most frequent disorders, especially in the current context after the COVID-19 pandemic, due to the prevalence of factors such as the use of masks, open spaces and social distancing, environmental noise, misuse of vocal structures and others.
Objective: To expose the problem of dysphonia in teachers, its effects on performance and particularities in the post-pandemic educational environment.
Methods: A survey was administered to 90 early childhood, elementary and high school teachers in Quito, Ecuador, using an instrument adapted from another study, and the results were analysed using descriptive and inferential statistical techniques.
Results: The perception of teachers in relation to the involvement of their voice in daily life, emotional affectations and other clinical conditions is adequate. In relation to changes in the voice during the day, the affectations in the pandemic and post-pandemic stage, and others related to teaching performance, the perception was low. Influence of the modality of study on some of the variables studied and of others on the achievement of the objectives of the teaching-educational process was determined.
Conclusions: Teachers' self-knowledge about dysphonia is important, as is their conscious and proactive management, in connection with the actions that, from the educational institutions, are promoted for the promotion and prevention of the aforementioned disease.Downloads
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