Time to Teach: Teacher Attendance and Time on Task in Ghana

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Foreign Countries; Teacher Attendance; Time Management; Teacher Behavior; Employee Absenteeism; Teaching Conditions; Teacher Salaries; Language of Instruction; Accountability; Public Schools; Private Schools; Educational Resources; Housing; Transportation; Climate; Parent Participation; Faculty Workload; Instructional Leadership; Leadership Responsibility; Principals; Health; Family Work Relationship; Barriers; Social Responsibility; Pedagogical Content Knowledge; Classroom Techniques; Faculty Development; Teacher Responsibility; Preschool Education; Elementary Secondary Education; Teaching Skills; Teacher Education; COVID-19; Pandemics

Education has been a priority for Ghana since its independence, with current expenditures representing double the average for Africa and other developing nations. Prior to the COVID-19 pandemic, the Government aimed to enhance the quality of education and teacher attendance, including improving school infrastructure and providing textbooks and incentive packages to attract more teachers to rural and remote areas. However, the disruption of the pandemic forced school closures and economic consequences, threatening to push millions of vulnerable children out of the education system, widen inequalities and impede progress on the country's development goals. The Ghana Time to Teach research project set out to capture teachers' voices and provide a comprehensive understanding of teacher attendance in pre-tertiary schools in the country. Although data collection for this study was completed before the onset of COVID-19, it provides valuable insights into how the national education system can be strengthened to improve teacher motivation, attendance, and time on task. Detailed findings, analysis and policy implications can be found in the report.

As Provided

2022

ED619461