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    Effect of Voice Hygiene Education on Voice Quality of Teachers
    (Int Organization Center Acad Research, 2016) Genc, Dilsat; Kaya, Mesut; Gunduz, Mehmet
    In this study, we handled the teachers who use their voices and sounds in order to teach. Because their voices are their instruments to teach, they use it frequently. That's why our teachers are under great risk of having voice problems and diseases The purpose of this work, finding a meaningful contribution on the improvement of the quality of teachers' voices by comparison before and 4 weeks after the completion of the voice hygiene education to them. The teachers are selected from public schools and private courses within the province of Ankara. The voice hygiene education was given to 32 teachers in total: 10 female and 6 male teachers who work full time (6-12 hours) and 10 female and 6 male teachers who work part time (1-4 hours). As a control group, the voice hygiene education was not given to 38 teachers in total: 8 female and 12 male teachers who work full time (6-12 hours) and 10 female and 8male teachers who work part time (1-4 hours). The complete experiment group consists of 70 people. As a subjective evaluation method, voice handicap index and survey is used. Electroglottography (EGG) which is used in acoustic analysis was preferred as an objective test material, Measuring teachers' voices and using MDUP analysis program, Fo, % jitter, % shimmer and MFZ parameters were used as data. Every voice sample for every subject was analyzed by computer program. To evaluate the effects of voice hygiene course, UHI was filled before, during and after the 4-weeks voice hygiene education. The grading of UHI results we used are min.13 and max.65. The evaluated UHI results were 13 - 39 points. After giving hygiene education, the average UHI point was decreased by 5.22 points compared to UHI values before giving hygiene education (p < 0.000). The significant decrease of total points after giving hygiene education was observed. Positive emotional, psychological and social effects occurred on teachers. It can be said that the approximate MFZ values of subject group after giving hygiene education are higher than 1.69 compared to before giving hygiene values (p = 0.000) to evaluate the vocal performance on MFZ tests. The significantly high MFZ values are thought to be related with voice hygiene education. In our study, there is no significant difference observed in Fo, % jitter and % shimmer values, due to the perturbation parameters before and after hygiene (p > 0.05). When the mean values are observed from the parameters, it is seen that there were minimal decrements. The decrease in these values gives rise to thought that the voice hygiene course affects the healing side positively. After giving voice hygiene education, the observed decrease in these values are thought to be related with closeness of voice cords, tension and the decrease in voice quality caused by reduced tension. The voice hygiene education given to teachers is observed to be helpful. It is thought to reduce the probability of having bad use of voice as a permanent habit and helpful about early diagnosis and treatment. It is concluded that the usage of voice course and voice hygiene course should be included in vocational training program.