Teachers-Related Factors That Influence The Effectiveness Of Teaching Students With Hearing Impairments In Primary Schools Of Nekemte Town

Abstract

The purpose of this study was to assess teacher-related factors that influence the ef fectiveness of teaching students with hearing impairments in primary schools in Nekemte town. To achieve this purpose, descriptive research design, together with qualitative and quantitative approaches, was employed. Four primary schools, four principals, 12 special needs education teachers, and 122 regular class teachers were selected using a simple random sampling technique. The data were collected through questionnaire, interview, and observation check list. The data were analyzed using qualitative description and descriptive statistics and interpreted according to the number of respondents. Based on the analysis, it was found that 88 (65.7%) of the sampled teachers were not using different types of teaching methodologies. In addi tion, 76 (56.7%) of sampled teachers were new to teaching classes where students with hearing impairments attend. Moreover, 101 (75.4%) of teachers did not receive sign language training, and they were not working collaboratively with their col leagues. Hence, the following recommendations were forwarded as a solution for the identified problems. In-service training on the basic concepts of different types of as sessment and teaching methods should be given continuously to all teachers. Sign language professionals should design a program to provide pre-service and in service regular sign language training for all teachers who are teaching students with hearing impairments in Nekemte town. In addition, teachers should work col laboratively with their colleagues.