Assessing Phonatory Efficiency in Kosovar Pre-primary and Primary School Teachers: Gender and Lifestyle Factors

Abstract

Pre-primary and primary school teachers rely heavily on their voices for communication. This study investigates phonatory efficiency differences among these teachers in Kosovo, focusing on gender-based differences and the impact of lifestyle behaviors. We recruited 100 teachers from pre-primary and primary levels in four municipalities. Data collection included maximum phonation measurements for the phonemes /a/, /s/, and /z/; the s/z ratio; sociodemographic data; and a self-reported questionnaire on lifestyle behaviors. Significant differences in phonatory efficiency were found, with pre-primary teachers showing reduced efficiency. Surprisingly, the mean s/z ratio was higher for primary teachers, though the results were not significant. Among primary teachers, females exhibited lower vocal efficiency than males. Correlation analysis revealed significant associations between maximum phonation time and lifestyle behaviors, including age, smoking, and loud cheering. Multiple regression analysis indicated that smoking and age significantly affected vocal efficiency. Gender also contributed to variance in vocal function, with females generally showing lower efficiency. Alcohol consumption had a marginally negative effect on vocal efficiency. This study provides insights into phonation differences among educators, marking a pioneering effort in the Southeast Balkan region, and underscores the need for policies and interventions to enhance vocal well-being.

Keywords

phonatory efficiency - pre-primary and primary school teachers - maximum phonation time

Data Availability Statement

The dataset used in the current study can be made available from the corresponding author upon reasonable request.

Declaration of Generative AI and AI-Assisted Technologies in the Writing Process

During the preparation of this work, the author(s) used Chat GPT-3.5 solely for the purpose of enhancing language quality. After using this tool/service, the authors reviewed and edited the content as needed and took full responsibility for the content of the publication.

Publikationsverlauf

Artikel online veröffentlicht:
06. Februar 2025

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