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Experiences of the Pre-Tertiary Ghanaian Teacher Teaching Amidst a Pandemic
Abstract
Numerous empirical studies have been conducted recently, focusing on strategies to ensure students can consistently access high-quality and equitable education during the pandemic. However, research on the role of teachers in this context has been relatively limited. Some of the few studies that delved into the teacher's role during the pandemic have been conducted in countries such as Spain, China, and the Arab regions. In Africa, UNESCO organised a webinar to explore the provision of psychosocial support for teachers amidst the challenges posed by COVID-19. Additionally, in the Ghanaian context, the Institute of Statistical, Social, and Economic Research (ISSER) conducted a comprehensive study addressing the plight of private school teachers during the pandemic. This study shines a spotlight on the Ghanaian teacher and seeks to assess how COVID-19 has impacted their professional lives. Data collection was conducted through a combination of paper and online questionnaires, garnering responses from 4,480 teachers across various settings, including public and private basic and secondary schools spanning 10 regions and 80 districts in Ghana. The analysis of this data revealed that Ghanaian teachers experienced varying levels of stress and anxiety during the COVID-19 pandemic. Notably, these experiences were influenced by factors such as the type of school, geographical location, school category, and gender of the respondents. Furthermore, the study unveiled the diverse extent of learning loss experienced by students, an issue that directly affected teachers in their roles. Considering these findings, the study recommends that key stakeholders in education, including the Ministry of Education, the Ghana Education Service, and Teacher Unions, should prioritise and incorporate provisions for psychosocial support for teachers as an integral component of various teacher welfare schemes. This step is seen as essential in addressing the well-being of educators and, by extension, ensuring the continued delivery of quality education students in these challenging times.
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