PRIMARY SCHOOL TEACHERS’ EXPERIENCES AND PERSPECTIVES OF TEACHING SEXUALITY EDUCATION TO LEARNERS WITH HEARING IMPAIRMENT IN KENYA

نویسندگان

  • David Kipkemboi Lagat Department of Education Management and Policy Studies, School of Education, Moi University, Kenya
  • John Boit Mugun Department of Education Management and Policy Studies, School of Education, Moi University, Kenya
  • Bernard Lushya Misigo Department of Educational Psychology, School of Education, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i7.6763

کلمات کلیدی:

learners with hearing impairment (LWHI), comprehensive sexuality education (CSE), teachers’ experiences and perspectives

چکیده

Teachers play a crucial role in implementing Comprehensive Sexuality Education (CSE), and their experiences and perspectives reveal both opportunities and challenges in classroom delivery. This study explored teachers’ experiences of teaching sexuality education to learners with hearing impairment (LWHI) in primary schools in Kenya’s North Rift region. A qualitative approach within a critical paradigm was used, employing a phenomenological design guided by Transformative Learning Theory. Data were collected from 12 purposively selected teachers in two schools for LWHI through photo elicitation and group discussions, and were thematically analysed. Findings showed that LWHI are vulnerable due to hearing disability, limited communication, community-related sexuality issues, and a lack of accurate information. Barriers to CSE included teachers’ limited understanding, indecision, insufficient curriculum content, and failure to fulfil expected roles, while enablers included existing school programs and teachers’ acceptance of responsibility. Teachers’ perspectives were inconsistent: although willing to teach, they often used inappropriate language and were influenced by cultural attitudes, particularly within the Pokot community. The study recommends that the Ministry of Education and the Kenya Institute of Curriculum Development address these challenges by training parents and communities in Kenya Sign Language, providing in-service teacher training, and strengthening the CSE curriculum in both depth and breadth.

بیوگرافی نویسندگان

  • David Kipkemboi Lagat، Department of Education Management and Policy Studies, School of Education, Moi University, Kenya

    David Kipkemboi Lagat is a PhD student in Educational Research and Evaluation at the Department of Educational Management and Policy Studies, School of Education, Moi University, Kenya, under the German Academic Exchange Service (DAAD; German: Deutscher Akademischer Austauschdienst) scholarship and the South African-German Centre for Excellence in Education Research Methodologies and Management (CERM-ESA). He and a Master of Education in research at Moi University, Kenya. Holds a Bachelor of Education in Special Needs Education, Hearing Impairment Education, Moi University, and Diploma in Special Needs Education at Kenya Institute of Special Education, P1 teacher certificate at Egoji Teachers College, Kenya and A Kenya National Examination Council examiner in Kenya Sign Language. His research interests are in advancing Special Needs Education and qualitative research using Participatory Visual Methodologies.

  • John Boit Mugun، Department of Education Management and Policy Studies, School of Education, Moi University, Kenya

    Prof. John Mugun Boit is a distinguished academic specializing in Higher Education Policy and the Economics of Education, holding a PhD and a M.Ed. from the University of Bristol (UK) alongside a B.Ed. from the University of Nairobi (Kenya). A prominent member of the University Senate at Moi University, he lectures extensively on economics of education courses, with a particular focus on educational financing, supply and demand dynamics, and the strategic planning challenges facing developing nations. His academic leadership extends across the School of Education, where he plays a pivotal role in shaping policy and doctoral curricula. An expert in quantitative research methodologies, Prof. Boit has decades of experience training doctoral and master’s candidates in multivariate analysis, SPSS applications, and rigorous survey design. His scholarly impact is reflected in extensive peer-reviewed research on gender equity and institutional access, as well as his authorship of foundational textbooks on educational management and research methods. A frequent facilitator at international fora like the CERM-ESA Research School, he remains a central figure in mentoring the next generation of researchers through thesis supervision and high-level methodological training.

  • Bernard Lushya Misigo، Department of Educational Psychology, School of Education, Moi University, Kenya

    Bernard Lushya Misigo (PhD), Dean School of Postgraduate Studies, Research and Innovation, Associate Professor Educational Psychology. Research interest in Education and Mental Health. Member ISSBD.

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دانلودها

چاپ شده

2026-06-02

شماره

دوره 13 شماره 7 (2026)

نوع مقاله

Articles

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