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This qualitative study explored administrators’ perspectives on teachers’ vocal complaints and related policies using focus groups of 18 administrators. Key themes included reliance on voice amplification, attitudes and responses, perceived impacts on learning, and proposed interventions. Findings showed limited knowledge of vocal health and a desire to increase awareness, alongside concerns that COVID-19 mitigations worsened student speech and literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/raising-the-volume-on-teacher-vocal-wellness-perspectives-from-practicing-school-administrators/588359/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/raising-the-volume-on-teacher-vocal-wellness-perspectives-from-practicing-school-administrators/588359.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study on teacher vocal wellness?","Question",{"text":112,"@type":113},"The study examines administrators’ perspectives on teachers’ vocal complaints and the policies connected to teacher voice wellbeing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which themes did administrators report in the focus groups?",{"text":117,"@type":113},"Administrators highlighted reliance on voice amplification, their attitudes and responses, perceived impacts on learning, and proposed interventions.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns did the study raise regarding COVID-19 mitigations?",{"text":121,"@type":113},"The study reports concerning accounts that COVID-19 mitigations worsened student speech and literacy, with links to vocal wellbeing considerations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588359,1792171771,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Article   \nRaising the Volume on Teacher Vocal Wellness: Perspectives from Practicing School Administrators  \nPamela R. Hallam, EdD  \nProfessor and Chair of the Educational Leadership and Foundations Department Brigham Young University  \nProvo, UT  \nLady Catherine Cantor-Cutiva, PhD Researcher  \nCommunication Sciences and Disorders Department  \nUniversity of Iowa Iowa City, IA  \nMegan Hodgman, MSEd  \nInstructor, Management Communication Brigham Young University  \nProvo, UT  \nEric J. Hunter, PhD Chair  \nDepartment of Communication Sciences and  \nDisorders University of Iowa Iowa City, IA  \nAlicia McIntire, PhD  \nSenior Research Scientist  \nUtah System of Higher Education and  \nAdjunct Professor Brigham Young University Provo, UT  \nABSTRACT  \nTeacher voice health is an important but overlooked issue with consequences for educators, students, and schools. This qualitative study examined administrators' perspectives of teachers' vocal complaints and relevant policies. Focus groups made up of 18 administrators yielded key insights: 1) Reliance on voice amplification, 2) Attitudes and responses 3) Perceived impacts on learning, and 4) Proposed interventions. Findings revealed limited knowledge of vocal health issues and a desire to increase awareness. Concerning reports emerged regarding COVID-19 mitigations worsening student speech and literacy. Further research on the implementation and impact of teacher vocal health programs could be beneficial. This study provides valuable administrator perspectives on policies and practices related to teacher vocal wellbeing. Findings inform efforts to better support educator voices.  \nKey Words  \nvoice, health, school, administrators, student learning, teachers  \nCompared to other professions, teachers experience a disproportionately high rate of voice complaints such as vocal fatigue, voice loss, throat discomfort, hoarseness, and related issues (Cantor-Cutiva et al., 2013; CantorCutiva et al., 2016) . These vocal problems negatively impact teachers' ability to effectively teach and their overall wellbeing (Behlau et al., 2012; Nusseck et al., 2018), as well as student learning (Lyberg-Ahlander et al., 2015; RossiBarbosa et al., 2016; Roy et al., 2004) . These negative impacts can potentially reduce schools' educational efficacy. Although teacher voice complaints are a prevalent issue, prior studies indicate that teachers often lack awareness of resources available to support their vocal health (Houtte et al., 2011) .  \nDeveloping solutions for teacher voice complaints requires a deeper understanding of the current landscape. While prior quantitative research has documented the high prevalence, risk factors, negative impacts, and potential interventions related to teacher vocal issues, inconsistencies exist across studies (CantorCutiva et al., 2013) .  \nThe present study aimed to provide additional qualitative insights into administrators' perspectives and experiences with teacher voice complaints.  \nExamining these firsthand accounts may elucidate the state of and influences on teacher voice complaints, informing the development of effective solutions. Specifically, this study addressed the following research questions:  \n1. What are administrators' experiences with teacher voice complaints?  \n2. How do administrators respond when teachers have voice complaints?  \n3. How do school and district policies interact with teacher voice issues?  \nLiterature Review  \nTeacher voice complaints are highly prevalent, with up to 71% of teachers experiencing voicerelated issues monthly (Cantor-Cutiva et al., 2013) . Numerous studies across the globe over recent decades have shown that teachers report significantly more frequent and more severe voice problems compared to other professions (Alarouj et al., 2022; Behlau et al., 2012; Hunter & Titze, 2010; Morton & Watson, 1998; Oliveira et al., 2022; Roy et al., 2004; Sliwinska-Kowalska et al., 2006; Smith, Lemke, et al., 1998) . Though some variati","cbCaiawnqbTAcgJl","https://ap.wps.com/l/cbCaiawnqbTAcgJl","pdf",409200,"English","# Abstract\n# Introduction and Background\n# Literature Review\n## Prevalence and Negative Impacts\n## Risk Factors\n## COVID-19 and Remote Teaching\n## Impacts and Consequences","[{\"question\":\"What is the focus of this study on teacher vocal wellness?\",\"answer\":\"The study examines administrators’ perspectives on teachers’ vocal complaints and the policies connected to teacher voice wellbeing.\"},{\"question\":\"Which themes did administrators report in the focus groups?\",\"answer\":\"Administrators highlighted reliance on voice amplification, their attitudes and responses, perceived impacts on learning, and proposed interventions.\"},{\"question\":\"What concerns did the study raise regarding COVID-19 mitigations?\",\"answer\":\"The study reports concerning accounts that COVID-19 mitigations worsened student speech and literacy, with links to vocal wellbeing considerations.\"}]","Raising the Volume on Teacher Vocal Wellness: Perspectives from Practicing School Administrators | PDF",1792065088,48]