本研究旨在了解臺北市高中教師自覺嗓音健康問題之現況及其相關因素之探討，採自編、自填式問卷收集資料。有效樣本共417人，回收率為76%。重要結果如下：
一、各項自覺嗓音健康問題中，近3成教師有出現「音域變窄，無法到達以往
的高音或低音」、「喉嚨乾」、「喉嚨緊」的問題，約兩成出現「發聲
疲倦，感到說話吃力」及「嗓音沙啞」，並有2.2%曾出現「失聲」的問
題。整體研究對象發生自覺嗓音健康問題的頻率為46%。
二、自覺嗓音影響中，5.2%的教師曾花較多的時間和金錢以改善嗓音問題、
3.8%減少與同事的交談、3.6%因嗓音問題而感到沮喪。整體研究對象產
生自覺嗓音影響的頻率為28%。
三、8項嗓音保健認知題目中，答對率六成以上有4題、介於五至六成者有2
題、不及五成者2題，整體答對率62.3%。
四、8項嗓音保健行為中，以74.8%教師使用麥克風、61.9%避免吃辣較
佳，而非授課時間少說話者僅30.0%、放慢說話速度22.8%較差。整
體採取嗓音保健行為之頻率為63%。
五、研究對象之嗓音持久度約為連續3節課，且在自覺嗓音健康問題上，
「連續2-4節」皆顯著較「都不會」者嚴重；而在自覺嗓音影響
方面，「連續2-3節」皆顯著較「都不會」者嚴重。
六、每週授課節數較多者，其嗓音保健行為較佳：11-20節者、21節以上者
顯著比1-10節者常採取嗓音保健行為。
七、女教師在嗓音保健認知、嗓音保健行為皆顯著較男教師為佳，但自
覺嗓音健康問題顯著較男性嚴重。
八、研究對象中未曾接受過嗓音保健相關課程佔88.7%，曾接受者在嗓音保
健認知、嗓音保健行為顯著較未曾接受者佳。
九、研究對象曾因嗓音問題就醫者佔36.9%。曾就醫者在自覺嗓音健康問
題、自覺嗓音影響皆顯著較未曾就醫者嚴重。
十、自覺嗓音健康問題總分與自覺嗓音影響總分呈顯著中度之正相關。
十一、嗓音保健認知、行為與背景因素、授課因素可解釋自覺嗓音健康
問題總變異量的18.6%。

The objective of this study was to investigate the distribution and associated factors of perceived voice health problems for senior high school teachers in Taipei city, and the instrument for data collection was a self-designed and self-reporting questionnaire . The number of the valid samples received was 417 and the response rate was 76%. The conclusion of the outcomes are:
1. In the aspect of perceived voice health problems, there
were about 30% of teachers felt low/high note
difficulty, throat dryness and tightness; about 20% had
tired voice and hoarseness; 2.2% of teachers had been
aphonia. The frequency of the appearance of perceived
voice health problem in this sample was 46%.
2. In the aspect of perceived voice effect, there were
about 5.2% of teachers had took much time and money to
improve their voice problem; 3.8% reduced talking with
colleagues; 3.6% felt sad because of voice problems. The
frequency of the appearance of perceived voice effect in
this sample was 28%.
3. In 8 voice health knowledge items, the percentage of
teachers’ right answer ratio is 62.3%.
4. In 8 voice health behaviors, the better ones were using
a microphone (74.8%) and avoiding eating spicy food; the
worse ones were less talking out of class (30.0%) and
slower talking (22.8%). The frequency of taking voice
health behaviors in this sample was 63%.
5. The voice endurance in this sample was took consecutive
three classes, that took consecutive 2-4 classes
teachers felt more serious in perceived voice health
problems than none; and took consecutive 2-3 classes
teachers felt more serious in perceived voice effect
than none.
6. The more classes per week, will take more voice health
behavior. That had 11-20 classes, or over 21 classes per
week, will take more voice health behavior than had 1-10
classes per week.
7. In voice health knowledge and behaviors, female teachers
were significant better than male teachers, but felt
significant worse than male ones in perceived voice
health problems.
8. There were 88.7% of teachers had never join voice health
related curriculums, and they were worse than who had
ever joined in voice health knowledge and behaviors.
9. 36.9% of teachers took medical treatment because of
voice problems, and they were significant worse than who
had never done in perceived voice health problems and
effects.
10. There was a medium positive relationship between
perceived voice health problems and perceived voice
effects.
11. Voice health knowledge, voice health behavior,
demographic characteristics and teaching characteristics
had the abilities to explain the perceived voice health
problems was 18.6%.

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