Vocal fatigue is a condition characterized by a perceived increase in vocal effort, reduced voice quality, and discomfort or tiredness in the throat that develops with voice use and improves with rest (Welham and Maclagan, 2002). While singers and actors are commonly regarded as professional voice users, teachers—and by extension, student teachers—also rely heavily on their voices for occupational communication (Jardim et al., 2007). Although prior research has examined vocal fatigue in teachers, limited evidence exists for student teachers who are often required to speak as frequently as their supervisors.
This study aims to investigate the prevalence and progression of vocal fatigue in student teachers using the Vocal Fatigue Index–TEACH (VFI-TEACH) (Collom et al., 2024, unpublished). A survey design will be employed, incorporating demographic questions about teaching grade level, subject area, and classroom size. Student teachers in and around Oxford, Mississippi will complete the survey at five time points: (1) prior to the start of student teaching, (2) before spring break, (3) after spring break, (4) near the end of the semester, and (5) during the summer following a break from teaching-related activities.
In addition to exploring perceived vocal fatigue over time, this study will examine the validity and reliability of the VFI-TEACH in capturing trait vocal fatigue among student teachers. Findings will contribute to understanding the prevalence, temporal patterns, and measurement accuracy of vocal fatigue in this underrepresented professional population.

Mary Gracen Williams, Undergraduate Senior, Department of Communication Sciences and Disorders, University of Mississippi, mgwilli7@go.olemiss.edu

Chaya Guntupalli Nanjundeswaran., Ph.D., CCC-SLP, professor, Department of Communication Sciences and Disorders, University of Mississippi, cdguntup@olemiss.edu