张乃兴, 张明, 张镏琢, 庄新耘, 朱德香, 翁少凡, 林大枫. 深圳市教育机构教师嗓音障碍指数情况及影响因素研究[J]. 职业卫生与应急救援, 2023, 41(4): 393-397. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.001
引用本文: 张乃兴, 张明, 张镏琢, 庄新耘, 朱德香, 翁少凡, 林大枫. 深圳市教育机构教师嗓音障碍指数情况及影响因素研究[J]. 职业卫生与应急救援, 2023, 41(4): 393-397. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.001
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ZHANG Naixing, ZHANG Ming, ZHANG Liuzhuo, ZHUANG Xinyun, ZHU Dexiang, WENG Shaofan, LIN Dafeng. Investigation on voice handicap index and influencing factors of teachers in educational institutions in Shenzhen City[J]. Occupational Health and Emergency Rescue, 2023, 41(4): 393-397. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.001
Citation: ZHANG Naixing, ZHANG Ming, ZHANG Liuzhuo, ZHUANG Xinyun, ZHU Dexiang, WENG Shaofan, LIN Dafeng. Investigation on voice handicap index and influencing factors of teachers in educational institutions in Shenzhen City[J]. Occupational Health and Emergency Rescue, 2023, 41(4): 393-397. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.001
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深圳市教育机构教师嗓音障碍指数情况及影响因素研究

Investigation on voice handicap index and influencing factors of teachers in educational institutions in Shenzhen City

    摘要
  • 摘要:
      目的  调查教师人群嗓音障碍情况，评估教师嗓音障碍指数与工作、生活习惯之间的关联，为指导教师嗓音疾病的防治提供依据。
      方法  2020年使用结构化的调查表收集来自深圳市9所教育机构中494名教师的工作、个人生活情况，采用嗓音障碍指数-10量表（Voice Handicap Index-10，VHI-10）评估教师嗓音障碍情况，并使用多因素非条件logistic回归模型分析嗓音障碍的影响因素。
      结果  回收有效问卷451份，问卷有效率91.30%。受调查教师嗓音障碍指数中位数为9，四分位区间为（4，13），有167人存在嗓音障碍，占37.03%。多因素回归分析结果显示：睡眠质量差、近1个月有情绪困扰、课堂学生人数多为嗓音障碍的危险因素：睡眠质量每降低1个等级（很好、较好、较差）、情绪困扰严重程度每上升1个等级（无困扰、轻度困扰、中度困扰、中度以上困扰）、平均每节课学生人数每增加1个等级（≤ 30人、31~40人、41~50人、≥ 51人），教师发生嗓音障碍的风险分别上升1.78倍、1.90倍、1.58倍（P均＜0.05）。
      结论  深圳市教育机构部分教师存在嗓音障碍，为提高教师的嗓音健康，应合理安排教学工作，重视教师人群的心理健康及睡眠质量，提高教师的用嗓健康。

     

    Abstract:
      Objective  To investigate the voice handicap index of teachers and its correlation with their work and lifestyle habits, and provide a basis for guiding the prevention and treatment of their voice disorders.
      Methods  In 2020, a total of 494 teachers in 9 educational institutions in Shenzhen City were surveyed with a structured questionnaire to collect information on their work and personal lives and the Voice Handicap Index-10 (VHI) Scale to assess the voice disorder situation. A multifactorial unconditional logistic regression model was used to analyze the influencing factors of voice disorders.
      Results  With a response rate of 91.30%, 451 complete and valid surveys were returned. The median voice handicap index of the surveyed teachers was 9, with a quartile range of (4, 13), and 167 teachers had voice disorders, accounting for 37.03%. Multivariate regression analysis showed that poor sleep quality, the occurrence of emotional distress within the past month, and a large class size were risk factors for voice disorders. For each decrease in sleep quality level (very good, good, poor), each increase in emotional distress severity level (none, mild, moderate, severe), and each increase in the scale of class size (≤ 30, 31-40, 41-50, and ≥ 51 students), the risk of voice disorders among teachers increased by 1.78, 1.90, and 1.58 times, respectively (P < 0.05).
      Conclusions  Some teachers in educational institutions in Shenzhen had voice disorders. To improve their vocal health, it is recommended to organize teaching tasks reasonably, pay attention to mental health conditions and sleep quality, and promote healthy vocal practice.

     

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