Voice Problems of Newly Qualified Teachers Compared with Experienced Teachers
Cardiff Metropolitan University
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This qualitative study attempts to identify any voice problems experienced and any barriers to effective voice care perceived by two groups of female secondary school teachers. Data was gathered via two focus groups, comprising one group of four experienced teachers with over 16 teaching years each and one with three newly qualified teachers who had completed their training within the last two years. Key findings suggest that teachers may fail to take adequate voice care. Factors influencing this included class size, classroom design, behaviour management, timetabling, pressure to perform to their optimum ability, and a lack of voice conservation and vocal hygiene knowledge, coupled with insufficient access to water and toilet facilities. The study concludes that there is potential for more collaboration with teachers, Speech and Language Therapists (SLTs) and Senior Management Teams (SMTs) regarding ways in which changes may be introduced to working conditions and augment voice training programmes.
B.Sc. (Hons) Speech and Language Therapy
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