Perceptions of teachers regarding enhancing early literacy skills among deaf pre-primary children in Tanzania

This study explores pre-primary teachers’ perceptions of how to enhance early literacy skills among deaf children in Tanzania, specifically in the Morogoro Region. Utilizing a qualitative approach with semi-structured interviews, this research examines how professional experience and contextual constraints shape instructional enactment. Data were collected from eight teachers in public primary schools with units for deaf children and subsequently analyzed using a thematic analysis. Findings indicate that teachers view early literacy instruction as a demanding, adaptive process that requires compensatory multi-sensory pedagogy and a heavy reliance on visual and tactile strategies. Key success factors identified include teacher proficiency in sign language, high levels of professional commitment, and robust collaboration between parents, schools, and educational authorities to ensure shared communication practices. The study concludes that navigating systemic resource constraints requires more than individual adaptation; it necessitates targeted professional development and coordinated institutional support. These insights contribute to the development of context-specific, inclusive early literacy frameworks within resource-constrained educational settings.