This study aims to determine the prevalence of hyperacusis and misophonia among teachers and to explore how these auditory sensitivities may relate to occupational stress. By examining teachers' sensory challenges in school environments, the study seeks to contribute to a better understanding of their impact on professional well-being and to inform strategies that can improve working conditions.
Misophonia is characterized by reduced tolerance to specific everyday sounds, such as chewing, breathing, or tapping, and may also be triggered by environmental noises from engines, animals, or mechanical sources. Hyperacusis, similarly, involves an increased sensitivity to ordinary sounds and discomfort in response to noises that are typically well tolerated by individuals with normal hearing. Teachers represent a population potentially at higher risk for these conditions due to daily exposure to varying classroom sounds and occupational noise. Understanding how common these auditory sensitivities may be in this group will help clarify their potential impact on teachers' well-being and occupational functioning. Therefore this study will investigate the prevalence of misophonia and hyperacusis among actively working teachers. The study will include teachers aged 22-45 without diagnosed hearing loss, chronic illness, or psychological disorders. Participants will complete a sociodemographic form assessing health and work-related characteristics, followed by validated measures: the Khalfa Hyperacusis Scale for hyperacusis and the AMISOS-R for misophonia. Data obtained from these assessments are expected to contribute to a clearer understanding of sensory challenges in educational environments and support future strategies to improve teachers' occupational health.
Study Type
OBSERVATIONAL
Enrollment
500
Atatürk Anatolia Highschool
Çorum, Turkey (Türkiye)
RECRUITINGOndokuz May Highschool
Samsun, Turkey (Türkiye)
RECRUITINGPrevalence of Misophonia Among Teachers
The proportion of teachers identified as having misophonia based on predefined classification criteria using the Amsterdam Misophonia Scale-Revised (AMISOS-R). The AMISOS-R total score ranges from 0 to 40, with higher scores indicating greater misophonia severity. Misophonia severity is classified as none, mild, moderate, or severe according to established cutoff values.
Time frame: Baseline (single assessment)
Prevalence of Hyperacusis Among Teachers
The proportion of teachers identified as having hyperacusis based on predefined classification criteria using the Khalfa Hyperacusis Scale. The scale consists of 14 items scored on a 4-point Likert scale, with a total possible score of 0-42. Participants are classified as having "no hyperacusis" (≤15), "suspected hyperacusis" (16-28), or "hyperacusis" (≥29).
Time frame: Baseline (single assessment)
Severity Levels of Misophonia Symptoms
Distribution of teachers according to misophonia severity levels (none, mild, moderate, severe) based on the AMISOS-R. The AMISOS-R total score ranges from 0 to 40, with higher scores indicating more severe misophonia symptoms.
Time frame: Baseline (single assessment)
Severity Levels of Hyperacusis Symptoms
Distribution of teachers according to hyperacusis severity levels ("no hyperacusis," "suspected hyperacusis," "hyperacusis") based on the Khalfa Hyperacusis Scale. The scale has a total score range of 0-42, with higher scores indicating more severe hyperacusis symptoms.
Time frame: Baseline (single assessment)
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