The main objective of this study was to examine the nature and type of factors affectingrnthe effectiveness of blind teachers in their teaching role at Primary School level in AddisrnAbaba, namely Tesfa kokob and Caramara, in relation to studentsâ€™ attitude towards theirrnteaching practice, acceptance level of their knowledge and performance in the samernway as sighted peer teachers, their self-efficacy in their teaching role and their socialrnrelationship with students, sighted peer teachers and school leaders. Thus, to achievernthe desired objectives the study was guided by four basic research questions, thernsample of 377 respondents were selected by using purposive, proportionate randomrnsampling and simple random sampling methods. Descriptive research method withrnmixed research design was employed as a better option for examining factors affectingrnblind teachersâ€™ effectiveness. Close ended Questionnaire and interview were used inrncollecting the data. The findings revealed that the overall effectiveness of blind teachersrnin both schools, were generally not to the expected level. Most of the items inrnknowledge and performance recognition level, in social relationship level, the self-rnefficacy level, attitude towards the effectiveness in teaching practice were not fullyrnpracticed or somewhat partly practiced regardless of the fact that blind teachersrnevaluated themselves as they had high self-efficacy in nearly all items and otherrnrespondents also rated them as having good practice in very few areas like subjectrnknowledge, punctuality, free expression of feelings, fairness, etc. Thus, most elementsrnof effectiveness in teaching role were compromised that might have direct impact onrnquality of education and studentsâ€™ academic achievement unless immediate measuresrnsuch as well-designed customized and skill gap filling oriented trainings will berndelivered