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Background <p>Teachers constitute a professional group with substantial vocal demands and an elevated risk of voice disorders. Emerging evidence suggests that coronavirus disease 2019 (COVID-19) may adversely affect vocal function. This study examined the prevalence, symptom characteristics, severity, and duration of self-reported dysphonia among teachers who had been infected with COVID-19.</p> Methods <p>A total of 172 public school teachers completed an online questionnaire. Participants were categorized according to their Voice Disorder Index (VDI) scores into those without self-perceived voice problems (NVP) and those with self-perceived voice problems (VP). Between-group differences in dysphonia characteristics were analyzed using chi-square statistics with adjusted residual analysis.</p> Results <p>Teachers in the VP group demonstrated significantly higher rates of moderate and severe dysphonia, longer symptom duration (≥ 1 month), and greater prevalence of hoarseness, breathiness, pitch alterations, hyponasality, and vocal fatigue during and/or following COVID-19 infection. Among teachers without pre-existing dysphonia, new-onset voice symptoms occurred in 60.0% of the VP group and 34.7% of the NVP group.</p> Conclusions <p>COVID-19 infection appears to be associated with both exacerbation of pre-existing voice problems and development of new onset dysphonia in teachers. Preventive and rehabilitative voice care programs may reduce the occupational and psychosocial impact of post-COVID vocal impairment.</p>

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Prevalence and clinical characteristics of dysphonia in teachers following COVID-19 infection

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月30日

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  • Kyriaki Kyriakou,
  • Elena Theodorou,
  • Petinou Kakia,
  • Phinikettos Ioannis

摘要

Background

Teachers constitute a professional group with substantial vocal demands and an elevated risk of voice disorders. Emerging evidence suggests that coronavirus disease 2019 (COVID-19) may adversely affect vocal function. This study examined the prevalence, symptom characteristics, severity, and duration of self-reported dysphonia among teachers who had been infected with COVID-19.

Methods

A total of 172 public school teachers completed an online questionnaire. Participants were categorized according to their Voice Disorder Index (VDI) scores into those without self-perceived voice problems (NVP) and those with self-perceived voice problems (VP). Between-group differences in dysphonia characteristics were analyzed using chi-square statistics with adjusted residual analysis.

Results

Teachers in the VP group demonstrated significantly higher rates of moderate and severe dysphonia, longer symptom duration (≥ 1 month), and greater prevalence of hoarseness, breathiness, pitch alterations, hyponasality, and vocal fatigue during and/or following COVID-19 infection. Among teachers without pre-existing dysphonia, new-onset voice symptoms occurred in 60.0% of the VP group and 34.7% of the NVP group.

Conclusions

COVID-19 infection appears to be associated with both exacerbation of pre-existing voice problems and development of new onset dysphonia in teachers. Preventive and rehabilitative voice care programs may reduce the occupational and psychosocial impact of post-COVID vocal impairment.