Lived Experiences of Deaf Teachers in a Special Primary School in Borama, Somaliland: A Phenomenological Study

Persons with disabilities navigate multifaceted life experiences shaped by both community belonging and systemic exclusion. In Somaliland, where conflict, drought, and poverty frame everyday life, accounts of Deaf teachers’ professional experiences remain entirely undocumented. In this study, we examined the lived experiences of Deaf teachers employed at a special primary school for the Deaf in Borama town. Drawing on Husserlian descriptive phenomenology, we conducted semi-structured interviews with six Deaf teachers. We analyzed data thematically following Braun and Clarke’s six-phase framework. Findings reveal that Deaf teachers experience strong collegial solidarity within the school yet face systemic institutional neglect outside it. Challenges include inadequate salaries requiring supplementary employment, absence of sign language interpreters in institutional meetings, communication barriers with hearing colleagues and community members, exclusion from professional development opportunities, and severely constrained employment prospects. Participants consistently positioned themselves as role models for Deaf students. We recommend systemic interventions, including equitable compensation, sign language interpreter provision, inclusive professional development access, and implementation of Somaliland’s 5% employment quota for persons with disabilities. Implications for teacher education programs internationally are also discussed.