Association between perceived voice handicap and burnout among teachers in Istanbul, Turkey: a cross-sectional study

Voice related problems and burnout syndrome are common among teachers. The aim of this study was to assess the association between perceived voice handicap and burnout among teachers and to explore selected sociodemographic and occupational factors associated with these outcomes. This cross-sectional study was conducted between August 2024 and April 2025 with 456 teachers working in Istanbul, Turkey. Data were collected using an online questionnaire that included a sociodemographic data form, the Voice Handicap Index (VHI), and the Maslach Burnout Inventory (MBI). Among the 456 participating teachers, 74.6% were female, and the median age was 41 years (IQR, 35–48). Among them, 41.4% reported voice-related complaints. The median total VHI score among the participating teachers was 8 (IQR, 3–18.75). The median scores on the MBI were 24.5 (IQR, 19–31) for emotional exhaustion, 8 (IQR, 6–11) for depersonalization, and 30 (IQR, 27–32) for personal accomplishment. Weak but statistically significant correlations were observed between all VHI domains and burnout dimensions. Higher perceived voice handicap was associated with higher emotional exhaustion and depersonalization scores and lower personal accomplishment scores. In multivariable analyses, the VHI-Physical domain was independently associated with emotional exhaustion, whereas the VHI-Functional domain was independently associated with depersonalization and lower personal accomplishment. This study demonstrated significant associations between perceived voice handicap and burnout dimensions among teachers. Higher perceived voice handicap was associated with higher emotional exhaustion and depersonalization scores and lower personal accomplishment. These findings highlight the importance of integrating voice health into occupational health strategies for teachers. Preventive measures, including voice hygiene education, early recognition of voice-related problems, and supportive workplace practices, may contribute to improved occupational well-being.