Browsing by Author "Admas, Fantahun"

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    Factors Influencing the Implementation of Learning through Play in Preprimary School Classrooms and its Contribution to Children’s Learning in Gog Woreda of Gambella, Regional State
    (AAU, 2021-08) Kwot, Okunyi; Admas, Fantahun
    The purpose of this research was to investigate factors influencing the implementation of learning through play in preprimary school classroom and its contribution to children’s learning in Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three governmental preprimary schools were selected through purposive sampling technique. And all teachers who taught in preprimary school classrooms were also selected purposively as the participants of this study. Data collection tools were interviews, Focus Group discussion and observations. To analyze the data, thematic analysis method was employed and the major themes emerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less purpose and Teacher’s uncertainty and Preprimary classroom accessibility and Quality. The findings revealed that majority of teachers have less knowledge of teaching in ECCE center. The findings also showed that absence of teachers training in ECCE and lack of enough and relevant play materials for children added to lack of time allocation to classroom play activities were the prominent factors impeding the implementation of learning through play and its contribution to children’s learning. In order to improve the current challenges and practices of learning through play in preprimary school classrooms. The following measures need to be carried out in the studied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key role in supporting early childhood learning. Therefore, to conceptualize and integrate learning through play in preprimary school classrooms, preprimary school teachers need appropriate training and qualifications. Like professionals in any field, early childhood educators develop their skills through training.
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    Psychosocial Experiences of Teachers of Children with Special Needs in and Outside the School Setting
    (Addis Ababa University, 2006-06) Admas, Fantahun; Zeleke, Seleshi (PhD)
    This study attempted to examine the psychosocial expenences of teachers of children with special needs in and outside the school setting. The questionnaire was distributed among 40 (28 females and 12 males) available teachers and interview was h e ld with 9 (5 females and 4 males) randomly selected teachers from nine governmental schools in Addis Ababa. Qualitative and quantitative methods of data analysis · were employed to analyze the data. The results indicated that commitme nt was the most important predictor of turnover intention of teachers of children with special needs. Female teachers showed satisfaction, commitment and intention to stay in the profession than their male colleagues. On the average, teachers of children with special needs experienced high stress, have commitment and intention to stay in the profession. In addition, teachers reported lack of professional development, low salary and low status of the profession in the society as discouraging factors and satisfaction with the change (progress) in children with special needs, children's love for their teachers and interest in teaching as factors that help teachers to stay in the profession. Teachers of children with special needs experienced less positive and more negative expenences in and outside the school setting. Most teachers, however, appear to be interested in serving children with special needs. Implications of the results are discussed and re commendations are also indicated.