Raising the Volume on Teacher Vocal Wellness: Perspectives from Practicing School Administrators

Compared to other professions, teachers experience a disproportionately high rate of voice complaints such as vocal fatigue, voice loss, throat discomfort, hoarseness, and related issues (Cantor-Cutiva et al., 2013; Cantor-Cutiva et al., 2016). These vocal problems negatively impact teachers' ability to effectively teach and their overall wellbeing (Behlau et al., 2012; Nusseck et al., 2018), as well as student learning (Lyberg-Ahlander et al., 2015; Rossi-Barbosa et al., 2016; Roy et al., 2004). These negative impacts can potentially reduce schools' educational efficacy. Although teacher voice complaints are a prevalent issue, prior studies indicate that teachers often lack awareness of resources available to support their vocal health (Houtte et al., 2011). 

Developing solutions for teacher voice complaints requires a deeper understanding of the current landscape. While prior quantitative research has documented the high prevalence, risk factors, negative impacts, and potential interventions related to teacher vocal issues, inconsistencies exist across studies (Cantor-Cutiva et al., 2013).
The present study aimed to provide additional qualitative insights into administrators' perspectives and experiences with teacher voice complaints.