Assessment of the Factors Affecting the Effectiveness of Blind Teachers in Primary Schools of Addis Ababa: the Case of two Selected Schools
| dc.contributor.advisor | Hagos, Balay Dr. | |
| dc.contributor.author | Mitiku, Elizabeth Hailu | |
| dc.date.accessioned | 2020-09-18T05:26:01Z | |
| dc.date.accessioned | 2023-11-05T08:57:36Z | |
| dc.date.available | 2020-09-18T05:26:01Z | |
| dc.date.available | 2023-11-05T08:57:36Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | The main objective of this study was to examine the nature and type of factors affecting the effectiveness of blind teachers in their teaching role at Primary School level in Addis Ababa, namely Tesfa kokob and Caramara, in relation to students’ attitude towards their teaching practice, acceptance level of their knowledge and performance in the same way as sighted peer teachers, their self-efficacy in their teaching role and their social relationship with students, sighted peer teachers and school leaders. Thus, to achieve the desired objectives the study was guided by four basic research questions, the sample of 377 respondents were selected by using purposive, proportionate random sampling and simple random sampling methods. Descriptive research method with mixed research design was employed as a better option for examining factors affecting blind teachers’ effectiveness. Close ended Questionnaire and interview were used in collecting the data. The findings revealed that the overall effectiveness of blind teachers in both schools, were generally not to the expected level. Most of the items in knowledge and performance recognition level, in social relationship level, the self- efficacy level, attitude towards the effectiveness in teaching practice were not fully practiced or somewhat partly practiced regardless of the fact that blind teachers evaluated themselves as they had high self-efficacy in nearly all items and other respondents also rated them as having good practice in very few areas like subject knowledge, punctuality, free expression of feelings, fairness, etc. Thus, most elements of effectiveness in teaching role were compromised that might have direct impact on quality of education and students’ academic achievement unless immediate measures such as well-designed customized and skill gap filling oriented trainings will be delivered | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/22360 | |
| dc.language.iso | en | en_US |
| dc.publisher | AAU | en_US |
| dc.subject | Effectiveness, attitude, self-efficacy, relationship, blind and performance | en_US |
| dc.title | Assessment of the Factors Affecting the Effectiveness of Blind Teachers in Primary Schools of Addis Ababa: the Case of two Selected Schools | en_US |
| dc.type | Thesis | en_US |