Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City
| dc.contributor.advisor | Yekunoamlak Alemu (PhD) | |
| dc.contributor.author | Addisu Tesfaye | |
| dc.date.accessioned | 2026-02-06T08:49:22Z | |
| dc.date.available | 2026-02-06T08:49:22Z | |
| dc.date.issued | 2025-06 | |
| dc.description.abstract | This research focuses on the difficulties faced by fourth-year students in French as a Foreign Language (FLE) at Addis Ababa University in developing reading comprehension skills. Mastery of this competence is essential for overall language proficiency, yet it remains a major challenge for many learners. Through a qualitative and descriptive approach, the study seeks to identify the linguistic, cognitive, pedagogical, and methodological factors that hinder the understanding of written texts in French. The findings reveal that the main obstacles include limited vocabulary, syntactic complexity of texts, lack of reading strategies, and inadequate or poorly adapted teaching practices. The study concludes with pedagogical recommendations based on the explicit teaching of reading strategies, the use of authentic texts, and improved teacher training. These suggestions aim to enhance students’ reading comprehension in FLE within the specific context of higher education in Ethiopia. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7627 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa University | |
| dc.subject | reading comprehension | |
| dc.subject | French as a foreign language | |
| dc.subject | learning difficulties | |
| dc.subject | linguistics and learning factors | |
| dc.subject | reading strategies | |
| dc.subject | teaching methods and authentic texts. | |
| dc.title | Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City | |
| dc.type | Thesis |