Date
1-14-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Jessie Frerich
Keywords
Vocal strain, vocal dosimetry, elementary general music educators, vocal health, vocalists, instrumentalists, voice load
Disciplines
Education | Music
Recommended Citation
Stadelmeyer, Jennifer McLean, "Vocal Strain in General Music Educators: Choral vs. Instrumental Training" (2026). Doctoral Dissertations and Projects. 7884.
https://digitalcommons.liberty.edu/doctoral/7884
Abstract
Elementary general music educators are at high risk for vocal strain due to the continuous demands of speaking, singing, and classroom management throughout the school day. Prolonged vocal strain can result in voice loss, vocal cord damage, and hoarseness. While the issue of vocal health in educators is widely acknowledged, limited research examined the specific factors contributing to vocal strain among general music educators, particularly in relation to their training backgrounds. This quantitative, causal-comparative study investigated the difference in vocal strain between choral-trained and instrumental-trained music educators teaching elementary general music. Participants included elementary general music educators (N = 12) from a public school district in Georgia; six instrumental-trained (n = 6) and six choral-trained (n = 6). Data collection involved participants wearing a vocal dosimeter over two instruction days to assess vocal load during general music instruction, with a maximum of six 45-minute class periods per day. A closed-ended questionnaire captured additional variables including, class size, collegiate vocal training, primary and secondary instruments, and years of teaching experience. An independent sample t-test analyzed differences in vocal load between the two groups. Results aim to inform whether a statistically significant difference in vocal strain exists between choral and instrumental-trained participants. Results contribute to the growing body of research on vocal health in music education and offer practical implications for teacher preparation programs, vocal hygiene training, and professional development designed to support the long-term vocal well-being of music educators and their vocal care practices.
