Introduction:

Voice disorders are a frequent occupational health concern among teachers, marked by high prevalence but limited attention. The study prioritizes assessing vocal fatigability (sustained vocal effort and tiredness from cumulative demands) over state fatigue. Vocal fatigability is a significant factor affecting the quality of life, as inadequate recovery periods often raise the risk of developing vocal problems. Analyzing fatigability levels, their association with vocal handicap, and related risk factors is crucial to fully appreciate the impact on teacher well-being.

Methods:
A descriptive cross-sectional study investigated vocal fatigability with a stratified probabilistic sample of 525 Spanish teachers (mean age: 45.35 years; 16.4% men, 83.6% women) and its association with perceived vocal handicap. The research was performed collaboratively with the Department of Public Education. Data on vocal fatigability and associated factors were collected via an online self-administered questionnaire. This included the VHI-10 and the Vocal Fatigability Scale for Teachers (VFS-T).
Results:

Vocal fatigability was reported by 57.3% of teachers, with 41.3% reporting moderate levels and 16% reporting high levels. A significant and high correlation was found between the VFS-T and VHI-10 scores (r=0.79; p<.00), demonstrating stable relationships between measures of handicap and fatigue, and showing that, although they evaluate distinct constructs, they are strongly related. Likewise, weekly teaching hours and gender were shown to be significant predictors of fatigability (β= 0.22; β=4.61; p<0.05). No relevant differences in fatigability levels were found based on age, education level, or health coverage.

Conclusions:

More than half of teachers experience vocal fatigability, which is closely tied to teaching intensity (weekly hours) and gender. As an early indicator, fatigability is crucial for the detection and prevention of vocal disorders. It is recommended that its periodic assessment be incorporated into occupational health programs for teachers. Implementing preventative strategies is necessary to avoid decreased teaching performance and work absenteeism. Future research must analyze additional work and lifestyle factors to better delineate vocal health and well-being. Furthermore, studies should explore how fatigability levels are influenced by noise exposure, time demands, and perceived vocal discomfort.