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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
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Thesis - Curriculum & Instruction >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/2947
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| Title: | CHILD RIGHT IN SCHOOL: STUDY OF TEACHERS’ CONCEPTIONS AND PRACTICES |
| Authors: | BEGNA, ORDOFA KAJELA |
| Advisors: | Dr Ambisa Kenea |
| Keywords: | Curriculum and Instruction |
| Copyright: | Jun-2010 |
| Date Added: | 10-May-2012 |
| Publisher: | AAU |
| Abstract: | This study aimed at investigating how child right has been conceived and practiced by
primary school teachers found at Gihimbi Town. To accomplish the study, multiple
case study design was employed. Three primary schools (1-8) were selected
purposively from a total of nine. The subjects in this study were teachers, principals
and students in the primary schools. Questionnaire, observation, interview and focus
group discussion were used to secure the necessary data from these sources.
Descriptive phrases, percentages, mean scores, t-test, one way ANOVA and Chi-
square test were used to analyze the secured data. For the latter three, the statistical
analysis were carried out using soft ware for Statistical Package for the Social Science(
SPSS).The result indicated that the teachers do not have arranged programs in the
schools to raise their awareness on the issue of child rights in school. There was some
confusion among them on the major child rights to be preserved at their school level.
The extents to which these teachers feel accountable on promoting child rights in the
schools were found to be at lower level. On the other hand, lack of sufficient
support/cooperation from concerned bodies, low level of awareness about the issue of
child rights by parents and the community at large and lack of commitment by teachers
to promote the issue in the schools were found to be the major problems which
hindered the effective application of mechanisms to promote the issue. Teachers’
demographic characteristics have no such significant effect on teachers’ views towards
child right and on the application of mechanisms to promote the issue in the schools
except sex. It was then concluded that teachers’ conceptions and practices on child
rights in schools is not at the required level. At last, possible solutions were forwarded
depending on the findings. |
| URI: | http://hdl.handle.net/123456789/2947 |
| Appears in: | Thesis - Curriculum & Instruction
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