Background:
Teachers are at increased risk of voice disorders due to prolonged occupational voice use. This study assessed the effectiveness of a structured voice hygiene practice program among teachers from Western Maharashtra, India.

Material and methods:
A longitudinal quasi-experimental pilot study using a pre-test and post-test design was conducted among 32 primary school teachers. A structured voice hygiene practice training program was delivered, and voice hygiene practices were assessed on days 0, 15, 30, and 45. Data were analyzed using repeated-measures ANOVA to assess changes in voice hygiene practice scores, with p<0.05 considered statistically significant.

Results:
Significant improvement was shown in taking short breaks for one’s voice during teaching hours (p<0.0046), resting the voice during hoarseness (p<0.0046), limiting the intake of caffeinated drinks (p<0.0046), avoiding teaching when the voice was strained (p<0.0224), keeping proper posture while teaching (p<0.0417), avoiding shouting to control the classroom (p<0.0694), avoiding speaking loudly for long periods (p<0.0694), using non-verbal signals (p<0.0046), and seeking medical help with ongoing voice issues (p<0.0224). Drinking adequate amounts of water, avoiding throat clearing, avoiding shouting, avoiding prolonged loud speaking, and using relaxation and deep breathing exercises were not shown to be statistically significant (p>0.05).

Conclusions:
This pilot study concluded that a structured voice care education program is beneficial in improving voice hygiene practices and vocal health among teachers.