Voice and music education literature describe vocal stresses associated with vocal music teaching that may jeopardize vocal integrity. The purpose of this investigation was to systematically examine the predictive ability of three factors associated with professional voice use in elementary vocal music teaching to predict scores on a self-rated index of vocal integrity (Voice Conservation Index). Factors were: (a) percentage of life span spent in teaching, (b) a teaching schedule factor, and (c) specific dosimetric measures of classroom noise. Regression analysis results showed a significant relationship between maximum classroom noise level and VCI pathology scores. Recorded maximum noise levels as high as 117 dBA with an average maximum level of 106.1 dBA across all teachers suggest the need for systematic assessment of noise in teaching environments. Given the demonstrated relation of noise level to teachers' perceptions of their vocal health, results also suggest the need for in-service training regarding their vocal use habits and teaching strategies for noisy environments.
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