An exploration of factors which have an impact on the vocal performance and vocal effectiveness of newly qualified teachers/lecturers

The aim of this project was to explore whether voice care and development, prior to qualification, could mitigate potential vocal attrition in newly qualified teachers/lecturers within their first year of teaching. A specific focus of the research was to see if any causative relationship could be seen to exist between vocal change, specifically change in vocal quality, and the exigencies of the teaching role. Vocal quality in this instance is defined as the way in which individual voices demonstrate discrete features of pitch, resonance, degree of breathiness and clarity of the note. The sum of these features is perceived as voice/vocal quality. The study sought to gain a deeper knowledge of the vocal demands of the teaching role with a particular focus on the experiences of newly qualified teachers and lecturers. It was hoped, that information gained as a result of the study, would add to the current canon of knowledge regarding the vocal demands on teachers as a feature of their professional role. As a result of the study a number of important elements were identified, some of which go beyond the original focus of the research but arise from data gathered doing it. A number of recommendations are made which, it is hoped, will inform future working practice and increase vocal health within the teaching profession.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Greenwich

Year dc:date.issued

2003

Author dc:creator

• Martin, Stephanie Parke

Advisor dc:contributor.advisor

• McNay, Ian

• LB Theory and practice of education
• MT Musical instruction and study

Language dc:language

en