Evaluación de la discapacidad vocal autopercibida a través del cuestionario Voice Hándicap Índex en los docentes de la Unidad Educativa Ciudad de Cuenca en las clases virtuales 2020 – 2021

Abstract

Background: the main work tool of teachers is their voice and their efficiency in their professional activities depends on it, therefore they are exposed to risk factors that can cause vocal disorders and interfere in their work performance. Generally, they consult a specialist when their voice is poorly appreciated, therefore, it is important to know the self-perception of the teacher with respect to their voice. (1) (2) Type of study: the research corresponds to a descriptive-prospective study. General Objective: to evaluate the self-perceived vocal disability through the Voice Handicap Index questionnaire in teachers of the Cuenca City Educational Unit in virtual classes 2020 - 2021. Methodology: to evaluate the self-perceived vocal disability, surveys were conducted through Google Forms, the results were tabulated in SPSS 22 and Microsoft Excel. The analysis of variables was performed using contingency tables, for the quantitative analysis mean, median, mode and for the qualitative variables frequency and percentage were calculated. Results: when the questionnaire was applied to the 53 teachers, it was determined that 84.91% presented a mild self-perceived degree of vocal affectation, 15.09% a moderate degree and none presented a severe or serious degree. Conclusion: teachers are prone to suffer vocal disorders because the use of their voice is indispensable. Therefore, it is important to know their vocal self-perception in functional, organic and emotional aspects to identify if there is an alteration and the degree to which it influences their performance.