Book chapter
Dual Perspectives on Teachers’ Vocal Well-being
Educational Leadership in Schools, pp.73-90
Globalisation, Comparative Education and Policy Research, v. 57, Springer Nature Switzerland
2026
DOI: 10.1007/978-3-032-12922-2_4
Abstract
Teachers frequently experience vocal health issues, impacting their effectiveness and well-being. Despite the critical role of vocal health in teaching, U.S. schools lack policies addressing these concerns. This study, understanding this concern as an occupational voice issue, explores administrators’ and teachers’ perspectives on vocal health to inform future policies. Using qualitative methods, previously analyzed data from interviews and focus groups involving 32 administrators and 66 teachers were compared. Findings reveal similarities in vocal health experience and lack of awareness as well as differences. Findings suggest the importance of increasing vocal health awareness and the role of administrators in disseminating information.
Details
- Title: Subtitle
- Dual Perspectives on Teachers’ Vocal Well-being
- Creators
- Megan Hodgman - Brigham Young UniversityAdelyn J. BrownPamela R. Hallam - Brigham Young UniversityLady C Cantor Cutiva - University of IowaEric J. Hunter - University of Iowa
- Contributors
- Joseph Zajda (Editor)Pamela Hallam (Editor) - Brigham Young University
- Resource Type
- Book chapter
- Publication Details
- Educational Leadership in Schools, pp.73-90
- Series
- Globalisation, Comparative Education and Policy Research; v. 57
- DOI
- 10.1007/978-3-032-12922-2_4
- eISSN
- 2543-0572
- ISSN
- 2543-0564
- Publisher
- Springer Nature Switzerland; Cham
- Number of pages
- 18
- Language
- English
- Date published
- 2026
- Academic Unit
- Communication Sciences and Disorders; Teaching and Learning
- Record Identifier
- 9985141919602771
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