Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan
Gul Dad Sanaiy *
Department of Psychology and Education of Deaf, Shaheed Rabbani Education University (SREU), Kabul, Afghanistan.
Murtaza Khavari
Department of Education, Shaheed Rabbani Education University (SREU), Kabul, Afghanistan.
Sayed Yasin Qanbari
Department of Pre-School and Primary Education, Shaheed Rabbani Education University (SREU), Kabul, Afghanistan.
*Author to whom correspondence should be addressed.
Abstract
Aims: this study aims to investigate teachers ’perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan.
Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire.
Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021.
Methodology: We included 74 (33 men, 41 women). Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data.
Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching.
Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching.
Keywords: Challenges of teaching, special needs education, deaf teachers, Afghanistan