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Introduction. Teachers are exposed to occupational risk factors that may compromise vocal health, potentially affecting professional quality of life (PQL). Prolonged voice use, environmental noise, and inadequate ergonomics contribute to physical, emotional, and psychosocial strain.
Objective. To examine the relationship between vocal disability and PQL among early childhood, primary, secondary and high school teachers.
Methods. A descriptive cross-sectional study was conducted. This study included 250 teachers in public, subsidized and private educational centers from the Community of Madrid and the city of Valladolid during the 2024–2025 academic year. Participants completed the Professional Quality of Life-35 (PQL-35) and Voice Handicap Index-30 (VHI-30) questionnaires.
Results. Most teachers reported mild vocal disability, with higher prevalence in women and older age groups. Early childhood and primary teachers exhibited more moderate cases. No significant correlation was found between vocal disability and PQL (ρ=0.008, p=0.90). Regression analysis identified multiple factors influencing PQL, including motivation, managerial support, work disconnection, salary satisfaction, and worsening of voice in the afternoon.
Discussion. Isolated vocal disorders does not have a linear relationship with PQL, highlighting the multifactorial nature of teacher well-being. Psychosocial and organizational factors play a pivotal role, emphasizing the need for preventive interventions, ergonomic improvements, and vocal health programs.
Conclusions. Voice disorders are prevalent among teachers but have limited isolated effect on PQL. A holistic approach adopting controls in the educational field and preventive measures, both organizational and technical, could reduce the incidence of voice disorders and their possible impact on professional well-being in educational settings.
