Pre-primary and primary school teachers rely heavily on their voices for communication. This study investigates phonatory efficiency differences among these teachers in Kosovo, focusing on gender-based differences and the impact of lifestyle behaviors. We recruited 100 teachers from pre-primary and primary levels in four municipalities. Data collection included maximum phonation measurements for the phonemes /a/, /s/, and /z/; the s/z ratio; sociodemographic data; and a self-reported questionnaire on lifestyle behaviors. Significant differences in phonatory efficiency were found, with pre-primary teachers showing reduced efficiency. Surprisingly, the mean s/z ratio was higher for primary teachers, though the results were not significant. Among primary teachers, females exhibited lower vocal efficiency than males. Correlation analysis revealed significant associations between maximum phonation time and lifestyle behaviors, including age, smoking, and loud cheering. Multiple regression analysis indicated that smoking and age significantly affected vocal efficiency. Gender also contributed to variance in vocal function, with females generally showing lower efficiency. Alcohol consumption had a marginally negative effect on vocal efficiency. This study provides insights into phonation differences among educators, marking a pioneering effort in the Southeast Balkan region, and underscores the need for policies and interventions to enhance vocal well-being.
