Vocal self-perception of teachers in remote activities during the COVID-19 pandemic and in-person activities after the pandemic

Eliane Cristina Pereira; Lais Buchener; Roxane de Alencar Irineu; Ana Paula Dassie Leite; Perla do Nascimento Martins

doi:10.1590/1982-0216/20252762625

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Vocal self-perception of teachers in remote activities during the COVID-19 pandemic and in-person activities after the pandemic

Autopercepção vocal de professores nas atividades remotas durante a pandemia e presenciais após a pandemia da COVID-19

Eliane Cristina Pereira; Lais Buchener; Roxane de Alencar Irineu; Ana Paula Dassie Leite; Perla do Nascimento Martins

http://dx.doi.org/10.1590/1982-0216/20252762625 Revista CEFAC, vol.27, n6, e2625, 2025

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Abstract

Purpose: to compare teachers' vocal self-perception in remote activities during the COVID-19 pandemic and in-person activities, after the pandemic.

Methods: an observational, prospective, cohort study with 121 teachers aged 18 to 59, of both sexes, who taught remotely during the pandemic (time point 1/TP1) and returned to in-person activities after the pandemic (time point 2/TP2). Data were collected online via Google Forms, and participants completed a questionnaire on sociodemographic and occupational data, as well as vocal self-assessment instruments: the Borg CR10-BR Scale (BGS-BR), the Vocal Signs and Symptoms Questionnaire (VSSQ), and the Vocal Fatigue Index (VFI). Data were statistically analyzed, comparing TP1 with TP2. Student's t-test was used to compare the results, with a 5% significance level.

Results: there was a greater self-perception of vocal effort (mean pre=1.83; post=3.30; p=0.000) and vocal symptoms (mean pre: 3.18; post: 5.38; p=0.000) at TP2. Significant VFI results were observed in the Total domain (mean TP1: 32.28; TP2: 29.32; p=0.025), Factor 1 Fatigue and Vocal Limitation (mean TP1: 14.32 and TP2: 13.04; p=0.040), and Factor 3 Physical discomfort associated with voice (mean TP1: 7.77; TP2: 6.42; p=0.000), with higher scores in remote activities during the pandemic. There were no significant differences in the other variables analyzed.

Conclusion: teachers self-reported greater perception of vocal strain and a greater number of vocal signs and symptoms during in-person teaching activities, after the pandemic. Symptoms of fatigue were more frequent in remote activities during the COVID-19 pandemic.

Keywords

Speech-Language Pathology; Faculty; Voice; Voice Disorders; Dysphonia

Resumo

Objetivo: comparar a autopercepção vocal de professores nas atividades remotas durante a pandemia e nas atividades presenciais após a pandemia da COVID-19.

Métodos: estudo observacional, prospectivo, de coorte. Participaram 121 professores, faixa etária entre 18 e 59 anos, ambos os gêneros, que realizaram atividades docentes remotas durante a pandemia (Momento 1/M1), e retornaram às atividades presenciais após a pandemia (Momento 2/M2). A coleta de dados foi realizada online pelo Google Forms e os participantes responderam a um questionário sobre dados sociodemográficos, ocupacionais e instrumentos de autoavaliação vocal: Escala Borg CR10-BR (EB-BR), Questionário de Sinais e Sintomas Vocais (QSSV) e Índice de Fadiga Vocal (IFV). Os dados foram analisados estatisticamente, comparando-se Momentos 1 e 2. Para comparação dos resultados foi utilizado teste o t de Student, com significância de 5%.

Resultados: houve maior autopercepção de esforço vocal (média de pré=1,83; pós=3,30; p=0,000) e de sintomas vocais (média pré:3,18; pós:5,38; p=0,000) no Momento 2. No IFV, resultados significantes foram observados nos domínios Total (média M1:32,28; M2:29,32; p=0,025) e no Fator 1 Fadiga e Limitação Vocal (média M1: 14,32 e M2: 13,04; p=0,040) e Fator 3 Desconforto físico associado à voz (média M1:7,77; M2:6,42; p=0,000), com maiores escores nas atividades remotas durante a pandemia. Não houve diferenças significantes nas outras variáveis analisadas.

Conclusão: professores autorrelataram mais percepção de esforço vocal e maior número de sinais e sintomas vocais nas atividades docentes presenciais após a pandemia. Sintomas de fadiga foram mais observados nas atividades remotas durante a pandemia da COVID-19.

Palavras-chave

Fonoaudiologia; Docentes; Voz; Distúrbios da Voz; Disfonia

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Submetido em:
07/04/2025

Aceito em:
11/09/2025

Vocal self-perception of teachers in remote activities during the COVID-19 pandemic and in-person activities after the pandemic

Autopercepção vocal de professores nas atividades remotas durante a pandemia e presenciais após a pandemia da COVID-19

Eliane Cristina Pereira; Lais Buchener; Roxane de Alencar Irineu; Ana Paula Dassie Leite; Perla do Nascimento Martins

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