| Abstrakt: |
The study explored the socio-cultural challenges that teachers who work in new ethnic communities encounter and how they respond to them. Phenomenology as a qualitative design was employed for the study and the data was gathered from interviews. The instruments were validated through peer review and expert judgment. The study unveiled that most of the teachers encountered some socio-cultural challenges, and suffered alienation and stigmatization. They also, however, incurred the displeasure of others due to their ignorance of some fundamental acceptable norms and beliefs of the communities. It is surmised that the education and training received seemed incapable of adequately conscientising them on beliefs and practices of the assorted ethnic groups in the country to guide their professional practice. Implications of the findings are discussed and recommendations have been offered for policy and practice. |
