Exploring teachers’ views on factors affecting the teaching of mother tongue: the case of Afaan Oromo

Abstract

This study explored the factors influencing the teaching of Afaan Oromo in the Oromia National Regional State of Ethiopia. The study was guided by constructivism and ecological systems theories. Using a mixed-methods research approach, both qualitative and quantitative data were integrated to gain a comprehensive understanding of the challenges faced in teaching Afaan Oromo. Data were collected through questionnaires and analysed using descriptive and inferential statistics, while interview data were thematically organised, coded and analysed to complement the quantitative findings. The results revealed that significant factors influence Afaan Oromo education, including resource constraints that limited access to essential teaching materials, and teachers’ limited experience and inadequate training that hindered their instructional effectiveness. Moreover, poor classroom environments negatively affected the learning experience, and insufficient support for teachers left them feeling isolated and under-resourced. These challenges created substantial barriers to quality Afaan Oromo education, particularly as a mother tongue. To address these issues, the study suggests that stakeholders prioritise teachers’ professional development, allocate resources effectively, foster supportive learning environments, and initiate public awareness campaigns to promote the development of the language and enhance instructional practices.