Modelling determinants of the vocal health of teachers in Northern Ireland: Implications for educational policy and practice

The model demonstrates the important contributions of psychological and behavioural variables to vocal health. Of the six independent variables that impact directly on 'vocal dysfunction', three were found to be statistically significant. These were the voice-related 'behaviours' that teachers perform, the environment in which teachers work, and 'trait anxiety present' as measured by the STAI. The implications of the results are considered in relation to rethinking policy and practice with the intention of identifying preventative actions to improve the vocal health of professional educators.