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Prospective Teacher's Voice Questionnaire (PTVQ): Development of a questionnaire to assess training-related voice symptoms among prospective teachers
Journal article   Peer reviewed

Prospective Teacher's Voice Questionnaire (PTVQ): Development of a questionnaire to assess training-related voice symptoms among prospective teachers

Lady Catherine Cantor-Cutiva, Celina Malebrán, Iára Bittante de Oliveira, Felipe Cerda, Maria del Carmen Dalmasso, Adriana Díaz, Carlos Manzano, Alejandro Morales, Léslie Piccolotto Ferreira, Jessica Ramonda, …
Journal of voice
08/2024
DOI: 10.1016/j.jvoice.2024.07.027
PMCID: PMC11822048
PMID: 39142924
url
https://pmc.ncbi.nlm.nih.gov/articles/PMC11822048/View
Open Access

Abstract

To develop and validate a self-administered population-specific survey, available in Spanish, Portuguese, and English, which investigates the prevalence of voice symptoms and perceptions of risk factors associated with training among prospective teachers. The present study had three stages: The first stage included a literature review and content validation by experts that supported the survey development. From this phase, we defined six aspects of the PTVQ: (1) target population, (2) research objectives, (3) questions to be included, (5) scales for the answers, and (6) relevance, comprehensiveness, clarity and understandability of the questions. This process was performed in parallel for the three languages (Spanish, Portuguese, and English). The second stage included pilot testing. This involved administering the first draft of the survey to a group of 120 students to evaluate the feasibility and effectiveness of the survey instrument, identify any potential problems with the survey, and refine the instrument based on feedback from the pilot participants. The third stage includes the restructuring of the questionnaire's voice quality section to eliminate redundant questions. Through PCA, multicollinear variables were condensed, facilitating the removal of redundant items, and ensuring that the final questionnaire comprised only the most relevant and discriminative questions. The final version of the survey, available in Spanish, Portuguese, and English, consists of four sections with a total of 57 questions. The development of the PTVQ represents a significant step toward better understanding and addressing voice disorders among prospective teachers. Future research could further refine the questionnaire and explore its predictive validity in identifying individuals at risk of voice disorders early in their teaching careers. Additionally, interventions based on the findings from the PTVQ could be developed to support the voice health and well-being of prospective teachers, ultimately improving teaching quality and job satisfaction in educational settings.
 prospective teachers survey training conditions Voice

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