Experience of Teachers with Voice Disorders: A Qualitative Study

Abstract

Background: Teachers rely extensively on their voices as a primary occupational tool, placing them at heightened risk for voice disorders. These disorders can lead to substantial occupational, psychological, and social burdens, yet there is limited qualitative research exploring how teachers experience and manage these challenges within classroom environments. Objective: To explore the experiences of teachers with voice disorders, focusing on their strategies for managing vocal strain, maintaining communication, adapting teaching practices, and perceptions of institutional support. Methods: This qualitative phenomenological study was conducted between May and October 2024 in public and private schools in Multan, Pakistan. Fifteen teachers aged 25–40 years with at least one year of teaching experience and physician-diagnosed voice disorders participated in semi-structured, audio-recorded interviews. Data were analyzed using inductive thematic analysis, and descriptive statistics summarized demographic variables. Correlation analyses evaluated associations between experience, vocal fatigue, and classroom control difficulty. Results: Vocal fatigue and classroom management challenges were reported across all experience levels, with significant positive correlation between years of teaching and both vocal fatigue (ρ = 0.71, p = 0.002) and classroom control difficulty. Teachers employed varied coping strategies but continued to experience substantial burdens, maintaining a generally positive attitude despite minimal formal institutional support. Conclusion: Voice disorders exert a progressive impact on teachers’ occupational functioning, underscoring the need for comprehensive institutional interventions including education, environmental modifications, and access to vocal health services to mitigate cumulative burden and sustain professional quality of life.