Journal article
Why do teachers with voice disorders keep teaching? Insights from applications of social capital motives
Logopedics, phoniatrics, vocology, Vol.51(1), pp.10-18
2026
DOI: 10.1080/14015439.2025.2523738
PMCID: PMC12342425
PMID: 40590386
Abstract
This study investigated why teachers with voice disorders continue teaching by surveying their motives described in social capital theory.
Teachers were asked to rate their motives for continued teaching even with voice disorders using online surveys. The five key motives (social capital framework) were: Motive #1 (selfishness), Motive #2 (internal validation), Motive #3 (external validation), Motive #4 (transcendence or altruism), and Motive #5 (belonging).
As teachers' income increased, so did the relative importance of the transcendence motive. Income maintenance (selfishness) accounted for 47% of the total motivation, with teachers with a master's degree and higher incomes being less likely to prioritize this motive. Teachers reporting bad voice quality were more likely to prioritize income (selfishness) and less likely to be motivated by helping others (altruism) or feel connected to other people (belonging).
Voice problems can negatively impact a teacher's sense of fulfilment and motivation beyond financial constraints. These findings highlight the need for implementing preventive measures for voice disorders in schools that can address voice problems before they significantly affect teachers' performance and students' learning. Moreover, competitive teacher salaries and benefits may create a supportive environment where educators feel empowered to focus on their students' needs.
Details
- Title: Subtitle
- Why do teachers with voice disorders keep teaching? Insights from applications of social capital motives
- Creators
- Lady Catherine Cantor-Cutiva - East Tennessee State UniversityLindon J Robison - Michigan State UniversityEric J Hunter - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Logopedics, phoniatrics, vocology, Vol.51(1), pp.10-18
- DOI
- 10.1080/14015439.2025.2523738
- PMID
- 40590386
- PMCID
- PMC12342425
- NLM abbreviation
- Logoped Phoniatr Vocol
- ISSN
- 1401-5439
- eISSN
- 1651-2022
- Publisher
- Taylor & Francis
- Grant note
- National Institute on Deafness and Other Communication Disorders: R01DC012315
The research reported in this publication was supported by the National Institute on Deafness and Other Communication Disorders, grant number R01DC012315. The content is solely the author's responsibility and does not necessarily represent the official views of the National Institutes of Health.
- Language
- English
- Electronic publication date
- 07/01/2025
- Date published
- 2026
- Academic Unit
- Communication Sciences and Disorders; Teaching and Learning
- Record Identifier
- 9984843591702771
Metrics
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