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Journal of Music Teacher Education
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Vocal Hygiene Perceptions of Experienced and Preservice Music Teachers

Rhonda Hackworth

Rutgers University, rshackwo{at}rci.rutgers.edu

The purpose of this study is to compare perceptions of vocal hygiene at different levels of music teaching experience. The following survey information from 659 music teachers with various levels of teaching experience forms the basis of the analysis: voice use in teaching, perceived risk of voice disorders in teaching, ratings of vocal behaviors, personal voice problems, and ratings of perceived vocal stress in teaching activities. The teachers are grouped according to level of experience: late career, early career, or preservice. Majorities in all groups believe (a) teaching equals high voice disorder risk, (b) vocal problems affect the career, and (c) career change to preserve voices would be unlikely. Using Likert-type scales, the teachers rated the healthiness of selected vocal behaviors and perceived vocal stress in selected teaching activities. Overall, they rate drinking water the healthiest behavior and smoking the unhealthiest. For teaching activities, they rate speaking over noisy classroom conditions highest for causing vocal stress, and they rate demonstration singing the lowest. Significant differences emerge in ratings from the three groups of teachers for four behaviors (speaking in noisy environments, drinking water, clearing throat, and consuming alcohol) and four teaching activities (opening remarks, vocal instruction while students sing, speaking over noisy classroom conditions, and lunchroom duty).

Key Words: vocal health • voice disorder • teaching

Journal of Music Teacher Education, Vol. 18, No. 2, 74-88 (2009)
DOI: 10.1177/1057083708330869
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