شیوع اختلالات صوت در معلمان دبستان های شهر اراک در سال 1396

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه گفتاردرمانی، دانشکده توانبخشی، دانشگاه علوم پزشکی اراک، اراک، ایران

2 گروه آمارزیستی، دانشکده پزشکی، دانشگاه علوم پزشکی اراک، اراک، ایران

3 گروه گفتاردرمانی، دانشکده توانبخشی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران

چکیده

مقدمه و اهداف
با توجه به اینکه مشکلات صوتی می­تواند تاثیر زیادی بر توانایی کاری معلمان و در نتیجه جامعه داشته باشد، هدف از مطالعه حاضر بررسی شیوع اختلالات صوت در معلمان دبستان­ های شهر اراک بود.
مواد و روش ها
مطالعه کنونی شیوع اختلال صوت را در 965 معلم پایه اول تا ششم دبستان ­های شهر اراک با استفاده از پرسشنامه سنجش اختلالات صوت ویژه معلمان مقطع ابتدایی که از روایی و پایایی بالایی برخوردار است، مورد بررسی قرار داد. افرادی که نمره 9 یا بالاتر گرفتند به عنوان معلمان مبتلا به اختلالات صوت طبقه ­بندی شدند.
یافته­ ها
شیوع اختلال صوت در معلمان دبستان­ های شهر اراک، %28/9 (29/9% از معلمان مرد و 28/9% از معلمان زن) می­ باشد. بین پایه تحصیلی مورد تدریس معلم و شیوع اختلال صوت (0/815=Pvalue) و جنسیت معلم و شیوع اختلال صوت (0/666=Pvalue) تفاوت معناداری مشاهده نشد، ولی بین نوع مدرسه (0/001=Pvalue) و نوع ناحیه (1 یا 2) (0/044=Pvalue) و شیوع این اختلال تفاوت معنادار مشاهده شد.
نتیجه گیری
به­ طورکلی شیوع کل اختلال صوت در معلمان برابر 28/9% است که عوامل جنسیت و پایه تحصیلی مورد تدریس تفاوتی در میزان شیوع این اختلال ایجاد نمی­ نماید، ولی نوع مدرسه و ناحیه تحصیلی در شیوع این اختلال موثر است.
 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Prevalence of Voice Disorder among Primary Teachers in the City of Arak- 2018

نویسندگان [English]

  • Abdolreza Yavari 1
  • akram valizadeh 1
  • Danial Habibi 2
  • Fariba Mojiri 3
1 MSc, Department of Speech Therapy, School of Rehabilitation, Arak University of Medical Science, Arak, Iran
2 Department of Biostatistics, Medical School, Arak University of Medical Sciences, Arak, Iran
3 MSc,Department of Speech Therapy, School of Rehabilitation, Esfahan University of Medical Sciences, Esfahan, Iran
چکیده [English]

Background and Aims: Given that voice problems can have a huge impact on the teachers' ability to work and as a result on the whole society, the aim of the present study was to determine the prevalence of voice disorders in primary school teachers in Arak.
Materials and Methods: To evaluate the prevalence of voice disorders, 965 teachers of the first to sixth levels from Arak primary schools were evaluated using voice Disorders Questionnaire for primary School Teachers, which enjoys high reliability and validity indices. Particpants who received score 9 or higher were classified as teachers with voice disorders.
Results: The prevalence of voice disorders among primary school teachers in Arak was 28.9% (29.9%, male teachers and 28.9% female teachers). Increase in the teaching grade ( P = 0.815) and the teacher's gender ( P = 0.666) did not significantly increase the prevalence of the disorder, but the type of school (P = 0.001) and the type of area (1 or 2) with P = 0.044 had a significant effect on the prevalence of this disorder.
Conclusion: In general, the prevalence of voice disorder in teachers was found to be 28.9%. Gender and the basis of teaching factors do not make a difference in the prevalence of this disorder, but the type of school and educational area is effective in the prevalence of this disorder.

کلیدواژه‌ها [English]

  • Prevalence
  • Teachers
  • Voice Disorders
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