Zeleke, Seleshi (PhD)Admas, Fantahun2019-01-022023-11-102019-01-022023-11-102006-06http://etd.aau.edu.et/handle/12345678/15501This 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.enTeachers of Children with Special NeedsThesis