Abstract：
UNASSIGNED: Less attention has been paid to the interaction between voice disorders, stress, and indoor environmental quality for work ability in teachers. Therefore, our aim was to study whether lower work ability associated more strongly when the variables of voice disorders and stress at work were combined as opposed to evaluating these two factors separately.
UNASSIGNED: We conducted a questionnaire study including validated self-assessment of work ability and a technical assessment of school buildings utilizing a sample of 1198 and a subsample (n = 538) of Finnish teachers.
UNASSIGNED: When combined, voice disorders and stress at work had a stronger association to decreased work ability than when they were evaluated separately. The occurrence of stress was more prevalent in poor and moderate work ability than the occurrence of voice disorders. Nine out of 10 of the teachers who had neither voice disorders nor stress reported good work ability, while four out of 10 of the teachers who suffered from both voice disorders and stress had poor work ability. As regards the background variables, nearly half of the subjects working in the non-problem buildings have neither stress nor voice disorders.
UNASSIGNED: We recommend offering support for reducing stress at work to improve teachers\' work performance. The findings also support the maintenance of school buildings and keeping them in good condition. Follow-up studies are needed to investigate the possible effects of voice disorders and the associated variables on work ability.
UNASSIGNED: We conducted a questionnaire study including validated self-assessment of work ability and a technical assessment of school buildings utilizing a sample of 1198 and a subsample (n = 538) of Finnish teachers.
UNASSIGNED: When combined, voice disorders and stress at work had a stronger association to decreased work ability than when they were evaluated separately. The occurrence of stress was more prevalent in poor and moderate work ability than the occurrence of voice disorders. Nine out of 10 of the teachers who had neither voice disorders nor stress reported good work ability, while four out of 10 of the teachers who suffered from both voice disorders and stress had poor work ability. As regards the background variables, nearly half of the subjects working in the non-problem buildings have neither stress nor voice disorders.
UNASSIGNED: We recommend offering support for reducing stress at work to improve teachers\' work performance. The findings also support the maintenance of school buildings and keeping them in good condition. Follow-up studies are needed to investigate the possible effects of voice disorders and the associated variables on work ability.
摘要：
■对语音障碍之间的相互作用的关注较少，压力，和室内环境质量对教师工作能力的影响。因此,我们的目的是研究如果将语音障碍和工作压力这两个变量组合在一起,而不是分别评估这两个因素时,工作能力降低的相关性是否更强.
■我们利用1198个样本和芬兰教师的子样本（n=538）进行了问卷调查，包括对工作能力的验证自我评估和对学校建筑的技术评估。
■当组合时，与单独评估相比,嗓音障碍和工作压力与工作能力下降的相关性更强.在工作能力差和中等的情况下，压力的发生比语音障碍的发生更为普遍。10名既没有嗓音障碍也没有压力的教师中有9名报告了良好的工作能力，而患有语音障碍和压力的教师中有十分之四的工作能力差。关于背景变量，在无问题建筑物中工作的受试者中，近一半既没有压力也没有语音障碍。
■我们建议为减轻工作压力提供支持，以提高教师的工作绩效。调查结果还支持维护校舍并保持良好状态。需要进行后续研究，以调查语音障碍和相关变量对工作能力的可能影响。
■我们利用1198个样本和芬兰教师的子样本（n=538）进行了问卷调查，包括对工作能力的验证自我评估和对学校建筑的技术评估。
■当组合时，与单独评估相比,嗓音障碍和工作压力与工作能力下降的相关性更强.在工作能力差和中等的情况下，压力的发生比语音障碍的发生更为普遍。10名既没有嗓音障碍也没有压力的教师中有9名报告了良好的工作能力，而患有语音障碍和压力的教师中有十分之四的工作能力差。关于背景变量，在无问题建筑物中工作的受试者中，近一半既没有压力也没有语音障碍。
■我们建议为减轻工作压力提供支持，以提高教师的工作绩效。调查结果还支持维护校舍并保持良好状态。需要进行后续研究，以调查语音障碍和相关变量对工作能力的可能影响。
