Teachers’ attitudes towards teaching students with hearing impairment in inclusive primary schools in Wolaita Sodo Town, Ethiopia

The article explains teachers’ attitudes and skills towards teaching students with hearing impairment in selected inclusive primary schools found in Wolaita Sodo town, south region Ethiopia. A cross-sectional research design was utilised to predict the impact of independent variables on dependent variables. Questionnaires were administered to 297 randomly selected teachers. Data analysis employed statistical techniques via SPSS version 25. Results revealed that a significant number of teachers held negative attitudes towards instructing students with hearing impairments, lacked proficiency in sign language and faced various challenges that negatively impacted their teaching efficacy, which contributed to a 35.7 adverse effect on educational outcomes for these students. The findings provided valuable insights for policymakers, school administrators and teacher training programs, culminating in recommendations to enhance support for teacher educators in the field of inclusive education for students with hearing impairment.