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.
