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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/14646
Title: Problems Facing Rural Primary School Women Teachers In Oromia
???metadata.dc.contributor.*???: ,. Yalew Ingidayehu (Dr)
Kitessa, Chemeda
Keywords: Oromia. A descriptive survey method was employed
Issue Date: Jun-2001
Publisher: Addis Ababa University
Abstract: The main purpose of this study was to identify the problems facing rural primary school women teachers in Oromia. A descriptive survey method was employed to achieve this objective. The data needed were obtained by administering questionnaire to 229 women and 240 men teachers. Futthermore, 6 Woreda Education Officers, 3 Primary School Experts of Zonal Education Departments and 3 Women's Affairs (2 from Zonal Education Departments and l from Oromia Education Bureau) were included in providing infom1ation through unstructured interview. In addition, percentages, chi-square, t-tests, Spearman's rank order correlation and coefftcient correlation were used to analyze the data obtained. The results indicated that factors related to utilization of women teachers were barriers related to lack of safety and living conditions, multiple demands on women, masculine nature of schooling and schools, devaluation of the teaching profession and sexual harassment. There were also barriers identified related to administrative practices and regulations, social and cultural factors and family responsibilities related to career development and promotion of women teachers. With regard to possible interventions to the problems facing rural primary school women teachers both women and men teachers had suggested as priority such as assigning both spouses of working in different depaitments in the same place, giving opportunity for education and training and giving incentives and providing adequate living facilities in rural schools are first, second and third respectively. Moreover, to deal with sexual harassment and to consider the time given to rearing children in career structure of women teachers were suggested fourth and fifth respectively. Hence, there were barriers identified related to the deployment and career development and promotion of women teachers which would be intervened, as suggested. Therefore, it is recommended that educational policy makers and planners ought to pay more attention to deployment and career development and promotion of women teachers in rural areas.
URI: http://hdl.handle.net/123456789/14646
Appears in Collections:Thesis - Educational Planning & Management

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