Prevalence, Risk Factors, and Impact of Voice Disorders among School Teachers in Al-Baha, Saudi Arabia: A Cross-sectional Study

Abstract Background: Voice is a crucial communication tool, especially for professionals who rely on it extensively, such as teachers. Voice disorders significantly impact teachers’ professional and personal lives, affecting their quality of life and job performance. Teachers are particularly vulnerable due to prolonged voice use, long teaching hours, stressful work environments, and other factors such as age, gender, and family history of voice problems. Subjects and Methods: This observational cross-sectional study aimed to assess the prevalence, risk factors, and effects of voice disorders among teachers in Al-Baha, Saudi Arabia. Data were collected through a validated online questionnaire distributed through social media. A total of 372 teachers aged 20 years and older participated. The questionnaire covered sociodemographic information, voice-related symptoms, medical conditions, and the impact of voice disorders. Data were analyzed using SPSS version 27. Results: Voice disorders were present in 15.1% of participants, with 14.3% experiencing moderate and 0.8% severe disorders. In addition, 55.4% reported voice-related symptoms, with dry throat being the most common. Significant risk factors included class size, fatigue, prior vocal cord problems, family history, and use of extra vocal activities ( P < 0.05). Voice disorders negatively affected work performance, leading to reduced teaching effectiveness and considerations of early retirement. Conclusion: Voice disorders are common among teachers in Al-Baha and are associated with several occupational and personal factors. Increasing awareness, promoting vocal hygiene, and implementing preventive measures are essential to protect teachers’ vocal health and professional well-being.