Teachers’ Knowledge, Attitude, and Practices of Integrating Indigenous Knowledge in Pre-schools of Jigjiga City

Abstract

This study aimed at investigating the level of indigenous knowledge (IK) integration, community’s perception and factors affecting teachers’ practice in the case of Jijiga city preschools. A descriptive mixed design was used in which quantitative and qualitative approaches were applied. The study engaged questionnaire, interview and focus group discussion as instruments of data gathering. From a total of 80 preschools in the city, 8 were purposively selected among which 6 of them were privately owned. A total sample of 80 respondents of which 22 were parents and 58 were teachers participated in the study. It was found that: currently, indigenous knowledge is not adequately integrated in teaching learning, (preschool teachers are not practicing indigenous knowledge in their class); both teachers’ knowledge of indigenous knowledge and attitude towards indigenous knowledge affect their practice level on indigenous knowledge. Regarding perception towards indigenous knowledge, teachers showed a somewhat positive attitude, contrarily, parents had revealed to have a negative attitude about indigenous knowledge. Accordingly, actions that have to be taken by relevant stakeholders are recommended.

Keywords: Attitude, Indigenous, Integration, Knowledge, Parent, Preschool, Practice, Teacher.