Lessons from My Lead For Ghana Experience

Teaching in Ghana presents unique rewards and hardships. As I reflect on my years in the classroom, from Greater Accra to the Northern Region, these challenges have shaped both my practice and my professional growth. This article unpacks the three most pressing obstacles I have faced, explores research that supports my experience, and offers strategies for fellow teachers and policymakers.

Overcrowded Classrooms and Heavy Workloads

A systemic burden on teachers

The introduction of the Free Senior High School (SHS) policy in 2017 dramatically increased enrolment across Ghana and even before free SHS, classrooms were already overflowing with students. One unintended consequence has been a significant rise in class sizes, in other words, increase in the number of students whiles still using same classrooms sizes.

According to a 2023 report published by SimpleScience, the number of students per teacher has gone up sharply, placing a strain on instructional quality . Large class sizes make personalized teaching nearly impossible and compel educators to devote hours extra for grading, lesson planning, and disciplinary tasks.

My own classroom reality

In one JHS in Tamale, I taught close to 70 students in a single class. Differentiated instruction was impossible. I spent evenings marking assignments and weekends preparing simplified materials. Eventually, exhaustion led me to skip social events. Over time, this imbalance nearly caused burnout, a feeling painfully common among GES teachers (Reddit).

What research shows

Studies in Ghana indicate that heavy workloads and poor working conditions are key contributors to stress and burnout. A 2023 University of Cape Coast study highlighted that public SHS teachers face chronic strain without adequate emotional or administrative support (ResearchGate). Another qualitative study noted that inadequate teaching materials and overcrowding often force teachers to buy their own resources for effective teaching (MDPI).

What helped me

I learned to collaborate with colleagues to share lesson plans from other schools, this may not be accepted but it helped. I also introduced exit tickets, more in the form of a game, it was short written responses from students at the end of each lesson. This allowed me to track understanding quickly and reduce marking load. The GES Common Core Programme encourages such formative assessment strategies and supports peer collaboration during cluster meetings.

Limited Resources and Funding Shortfalls

Lack of essentials

Many Ghanaian schools, particularly in rural areas, lack basic resources, textbooks, desks, chalk, and ICT tools. During COVID, remote teaching tools became even more scarce.

A situation I faced

I once taught in a school where students had to learn ICT without computers. My colleague teacher who taught that subject had to bring his TV which was large enough to teach the subject. On some days, to teach computer concepts, he used printed screenshots and hand‑drawn diagrams. Students struggled with the absence of hands‑on training. All though there were gaps, the students felt lessons these way were better than nothing at all.

Evidence from Ghanaian classrooms

Research documents that lack of teaching and learning materials forces teachers to step in financially . The double‑track system in many schools increased workloads while weakening quality due to resource strain (MDPI).

Stress, Burnout, and the Need for Well‑being Support

The emotional toll

Teaching in Ghana places heavy emotional demands on educators. A 2014 qualitative study by Inusah Salifu found that poor conditions of service cause frustration and resentment among GES teachers (SAGE Journals). A 2023 study recorded that 10,000 teachers leave the GES annually due to burnout, low pay, delayed promotions, and welfare concerns (MDPI).

Support systems matter

Studies confirm that social support and stress‑management programs help prevent teacher burnout (ResearchGate). One SHS study recommended counseling services and gender‑specific wellbeing workshops (ResearchGate). GES guidelines now encourage head teachers to oversee teacher welfare and schedule wellbeing days during long breaks.

Moving Forward: Strategies for GES and Ghanaian Educators

Based on personal reflection and research, here are recommendations for GES and teachers:

My journey reflects wider challenges across Ghana’s public education. Overcrowded classrooms, resource scarcity, and emotional overload are daily realities for many teachers. Yet through simple systemic checks and shifts, these obstacles can be erased with time.

If the system won’t work for the teachers, it won’t work for the students.