BACKGROUND: relationship between voice and quality of life. AIM: to assess the impact of voice on the quality of life of elementary public school teachers. METHOD: application of the Voice-related quality of life questionnaire (VRQOL) with 120 teachers. The analysis involves: calculation of the Global Score (questions 1 to 10); descriptive analysis of the questions; calculation of Spearman's correlation coefficient between the Global Score, the question "how do you evaluate your voice?", age, teaching career (period of time) and teaching schedule. RESULTS: the average Global Score of the VRQOL was 84.2. Most of the teachers (49.2%) considered their voice as good, although they face difficulties when speaking, especially when having to speak louder in noisy environments. They also run out of breath quickly, having to breathe constantly while speaking (questions 1 and 2, respectively). The isolated question presented a significant linear correlation with all the other questions of the VRQOL, whereas age and teaching schedule did not present a significant correlation with any of the questions. Teaching career presented correlation with questions 2 and 5, regarding lack of breath and depression respectively. Based on the results, the impact of voice on the quality of life becomes evident when considering the use of voice at high intensities, coordination between breathing and speaking in the work environment and in the negative feelings, which are directly related to the vocal needs of these professionals. CONCLUSION: the impact of voice in the quality of life and work is still fairly noticed by teachers who demonstrate to have vocal needs. These vocal needs require health promotion actions which take into consideration the relationship between voice and the quality of life of teachers.
Speech; Language and Hearing Sciences; Voice; Quality of Life; Teacher
