Lived experiences of teachers in implementing Early Childhood Care and Education Policy in Government Pre-primary Schools of Hadiya Zone, Central Ethiopia Regional State

The purpose of this study was to explore the lived experiences of teachers in implementing the Early Childhood Care and Education (ECCE) policy in government pre-primary schools in the Hadiya Zone, Central Ethiopia Regional State. A qualitative approach with phenomenological design was employed. Six information rich pre-primary teachers were purposively selected and involved in the study. Data were collected via semi-structured interviews, analyzed inductively, and developed into four major themes and five sub-themes. The results revealed a significant disparity between the policy documents and actual practices. The findings also showed that preschools faced constraints in facilities, teachers lacked pedagogical skills for teaching and assessing children, and there was low parental and community participation. The Hadiya Zone Department of Education, Health, and Women’s and Social Affairs is recommended to work closely with pre-primary schools and other stakeholders to ensure effective policy implementation.