Background:

The voice in the academic context is a determining factor in the life of the teaching staff. The objective of this study was to evaluate the index vocal inability of in-service teachers and check your involvement the occupational conditions.

Methods:

For it, a descriptive-inferential study is done of cross-section to 480 teachers (average age: 45.14 ± 9.22), applying the questionnaire of vocal disability index (HIV-30). Using descriptive statistical techniques (mean and standard deviation) and inferential techniques (ANOVA). Statistical analysis was performed using SPSS v.23.0.

Results:

When applying the Voice Handicap Index (VHI-30) evidenced that teachers present a moderate vocal disability (41.2 rating), with increased risk in physical ability and own vocal function. Moreover, it was found that gender, educational stage, teaching load, antique, daily and weekly hours, student ratio and level of noise in the classroom, significantly affect the disturbance of the voice. It also shows more presence of dysphonia in teachers who perceive a progressive worsening of her voice throughout the day or week, and is absent in the work due to disorders of the voice.

Conclusions:

In conclusion, teachers attributed their laryngeal discomfort mainly to factors of the teaching context.

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