Teachers of Poor Communities - The Tale of Instructional Media Use in Primary Schools of Gedeo Zone, Southern Ethiopia

Oct 15, 2026

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The study investigates how teachers’ working conditions influence their use of instructional media in Gedeo Zone primary schools in southern Ethiopia. A survey of 139 teachers from nine primary schools (rural and urban) used self-reported questionnaires on media use and school-environment factors. Factor analysis identifies three dimensions of environment factors, and results show low media use, averaging once every two weeks to twice every three weeks. Implications for pre-service and in-service training are discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Study context: Gedeo Zone

Purpose and research questions

Australian Journal of Teacher Education Teachers of Poor Communities: The Tale of Instructional Media Use in Primary Schools of Gedeo Zone, Southern Ethiopia Mehadi Abdo Hawassa University, Ethiopia Tesfaye Semela University ofTübingen, Germany Abstract: The purpose of this study was to investigate the impact of working conditions at school on teachers’ level of instructional media use in the primary school system of Gedeo Zone, southern Ethiopia. The survey was made on a sample of 139 (24.4 % female and male 75.6 %) teachers who were randomly drawn from 9 primary schools (four rural and five urban primary schools). The instruments used to generate data were self-reported questionnaires tapping the level of instructional media use and the associated school-level environmental factors. The findings based on Factor Analysis revealed three independent dimensions of school environment factors related to the use of instructional media by teachers. It is further disclosed that the level of use of instructional media is low with an average frequency of use swinging between once in two weeks to twice in three weeks during four weeks of instruction. The implications of the findings related to pre-service and in-service teacher training are also discussed. Integration of instructional technology in school curriculum believed to bolster the quality of instruction via fostering student-centered pedagogies (e.g., Neo 2007; Rakes, Fields, & Cox 2006 ; Sandholtz, Ringstaff, & Dwyer 1997) . Specifically, research evidence (e.g., Gravoso et al. 2008 ; Egorov, Jantassova & Churchill 2007; Kadzera 2006; Rakes et al. 2006; Abdelraheem & Al-Rabane 2005; Aggarwal 1995; Nkuuhe 1995) show that teachers’use of instructional media sustain students’ attention, increase the meaningfulness of abstract concepts, encourage deep processing, and boosts class performance through increased content acquisition (Baylor & Ritchie, 2002) . Most importantly, it is argued that the advent of information and communication technology calls for modification of students’ and teachers’ roles as it triggers a shift from teacher-centered to constructivist modes of classroom instruction (e.g., Neo 2007; Rakes et al. 2006), and causes teachers to confront their established beliefs about instruction (Earle 2002) . Apparently, as educational innovations change the modes of school instruction in the West, the new development is also felt in different parts of the globe including the poorest corners of the world, and Ethiopia is one of them. Recognizing the pedagogical implications, the Ethiopian Education and Training Policy (ETP) promises to intensify the integration instructional technology in school curriculum (TGE 1994; MoE 2006) . In view of that, the ETP states that: “…due attention will be given to the supply, distribution and utilization of educational materials, educational technology and facilities.” (TGE 1994:86) . Furthermore, the recently introduced General Education Quality Vol 35, 7, November 2010 78 Australian Journal of Teacher Education Improvement Package (GEQIP) clearly stipulates a separate ICT integration implementation program (MoE 2006: 52-54) . This new move indicates the political will to facilitate the integration of instructional technology in schools. However, little or no empirical evidence exist related to teachers’ role in the process of integrating instructional technology in Ethiopian school system. The limited studies conducted in the late 90s (e.g., Asegedom & Zewede 1996; Asegedom 1998; 1999; Fanta 1999) do not provide sufficient evidence since a lot has changed over the past decade partly due to the rapid expansion of primary education in Ethiopia (see: MoE 2009) . Thus, updated empirical evidence is necessary to inform policy, practice, and future research. The purpose of this study is, therefore, to examine the use of instructional media resources among primary schoolteachers in Gedeo Zone. Notwithstanding its limi

FAQs

What was the purpose of the study?

To examine the impact of teachers’ working conditions at school on their level of instructional media use in Gedeo Zone primary schools.

How was data collected and what sample was used?

Data were gathered using self-reported questionnaires from 139 teachers randomly drawn from nine primary schools (rural and urban).

What did the study find about instructional media use?

Media use was low, with an average frequency ranging between once in two weeks and twice in three weeks during four weeks of instruction.

Oct 15, 2026

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