Child Rights in Schools: Teachers’ and Students’ Awareness and Practices in Primary Schools of Wollega Zones

Abstract

This study aimed at investigating how child right in school has been conceived and practiced by primary school teachers and students. Both quantitative and qualitative data were collected from teachers, students, principals and supervisors in the primary schools. Accordingly, 540 primary school students and 220 teachers selected randomly from two zones (Kellem and West Wollega Zones) in the Oromia region. In addition, the qualitative data were collected from 5 principals/supervisors who are purposefully selected from each zone. Questionnaire, interview, focus group discussion and document analysis were used to secure the necessary data. Descriptive phrases, percentages, mean scores, Pearson correlation, and Chi- square test were used to analyze the collected data. The result indicated that teachers‟ awareness on child rights in school is not to the expected level. Most of the students are relatively aware of their rights. But, they couldn‟t balance these rights with their duties in schools. Teachers believe that awareness of child rights can improve students‟ discipline in school. Pearson‟s correlation confirmed that awareness of child rights and student discipline were found to be positively correlated. Similarly, the Chi-square test result indicated that there is an association between working place and the awareness of the convention on the right of the child by the UN in 1989. Though the prevalence and magnitude are decreasing, still corporal punishment is there in primary schools. But, students are resisting it. The mechanisms used to promote child rights in schools are not effective. Finally, the researchers concluded that teachers‟ awareness and practices on child rights in schools is not as to the required level. But, students are relatively in a better position on their awareness. The implications of this were identified and suggestions for further research were also forwarded.