Voice-Related Impact on Teachers’ Quality of Life: A Systematic Review

Abstract Background. Teachers are at high risk of developing voice disorders due to work-related factors such as noise and prolonged voice use, which can negatively affect physical, emotional, social, and professional well-being. Although several tools assess voice-related quality of life (VRQoL), health-related quality of life (HRQoL), and generic quality of life, no prior review has comprehensively examined the impact of voice use on teachers across all three domains. Methods. This systematic review followed PRISMA guidelines and included studies published between 2013 and 2024 that assessed at least one quality of life (QoL) domain in active teachers using validated instruments. A structured search was conducted in five databases (PubMed, ERIC, SciELO, Scopus, and Web of Science) using terms related to teachers, voice problems, and QoL. Study selection was performed independently by two reviewers. Results. From 1,682 records, 36 studies met the inclusion criteria. Most applied a combination of voice-specific, health-related, and generic QoL instruments. Teachers with voice complaints, particularly women and primary school teachers, showed lower QoL scores. Key risk factors included poor acoustic conditions, large class sizes, vocal overuse, and hearing issues. These were associated with worse outcomes such as reduced social participation, lower productivity, and increased absenteeism. Conclusions. The findings reveal the multidimensional impact of voice disorders on teachers’ QoL and underline the need for assessment tools tailored to the specific demands of teaching. Moreover, preventive strategies and targeted voice interventions are essential to protect teachers’ well-being while sustaining their professional performance and productivity.