Teachers face one of the highest demands of any professional group to use their voices at work. Thus, they are at
higher risk of developing voice disorder than the general population. The consequences of voice disorder may have
impact on teacher’s social and professional life as well as their mental, physical and emotional state and their
ability to communicate. Objectives of this study are to determine the prevalence of voice disorder and the
relationship between voice disorder with associated risk factors such as teaching activities and lifestyle factors
among primary school teachers in Bintulu, Sarawak. A cross sectional study was conducted based on random sample
of 4 primary schools in Bintulu, Sarawak between January-March 2014. A total of 100 full-time primary school
teachers were invited to participate in the study. Data were collected through a self-administered questionnaire
addressing the prevalence of voice disorder and potential risk factors. Descriptive analysis and chi-square test was
used to measure the relationship between voice disorder and associated risk factors. The response rate for this study
was 78% (78/100). The study found that the prevalence of voice disorder among primary school teachers in Bintulu,
Sarawak was 13%. Chi-square test results revealed that factors significantly associated with voice disorder (p