Learn the National Teachers’ Standards in Ghana, including the three domains, teacher competencies, assessment, licensing, CPD and professional practice.
By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026
Article Information
| Article Information | Details |
|---|---|
| Category | Learn |
| Hub | Teacher Education and Training |
| Cluster | Teacher Professional Standards |
| Article Type | Evergreen Pillar Article |
| Country | Ghana |
| Regulatory Body | National Teaching Council |
| Main Framework | National Teachers’ Standards |
| Coverage | Pre-service and in-service teachers |
| Last Updated | August 2026 |
Fact Check & Editorial Review
| Editorial Status | Details |
|---|---|
| Fact Checked | ✔ Verified against official NTC documents |
| Reviewed By | EducateGhana Editorial Team |
| Last Reviewed | August 2026 |
Introduction
The National Teachers’ Standards (NTS) in Ghana provide a national framework for defining the professional knowledge, values, attitudes and practices expected of teachers. The standards were developed to create a common reference point for teacher preparation, professional practice, induction, assessment and continuing professional development.
The National Teaching Council (NTC) describes the development of the National Teachers’ Standards as part of its responsibility for establishing standards for teacher education and promoting professionalism in the teaching profession. The NTC is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023) to regulate the teaching profession, develop and periodically review professional standards and the code of ethics, license and register teachers, and provide a framework for continuous professional development.
The official NTS guidelines state that the standards apply to both pre-service and in-service teachers. They are intended to establish minimum levels of practice for teachers completing initial teacher education and to guide teachers during induction and subsequent professional development.
The standards are organised around three broad domains: Professional Values and Attitudes, Professional Knowledge, and Professional Practice. These domains cover areas such as professional development, community participation, knowledge of curriculum and learners, management of the learning environment, teaching and learning, and assessment.
This guide explains the National Teachers’ Standards in detail, including their purpose, structure, major competencies, application to teacher education, assessment, professional development, teacher licensing, school practice and the responsibilities of teachers, mentors, teacher educators and education authorities.
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What Are the National Teachers’ Standards in Ghana?
The National Teachers’ Standards are a set of professional expectations that describe what teachers should know, understand, value and be able to do.
The official NTS guidelines describe the standards as concise statements of what teachers are expected to know and be able to do. They establish minimum levels of practice that trained teachers are expected to attain by the end of their pre-service teacher education.
The standards are therefore broader than a list of teaching techniques. They cover the professional identity of the teacher, knowledge of education and learners, classroom practice, assessment, professional development and relationships with the wider school community.
The framework also recognises that teaching is a profession that requires continuous development. A teacher is expected to reflect on practice, improve professional knowledge, engage in professional learning and contribute positively to the school and community.
The standards consequently provide a common language for discussing teacher quality in Ghana.
For student teachers, they provide a framework for understanding the competencies they are expected to develop before completing their preparation. For practising teachers, they provide a reference point for professional growth.
The NTC’s current institutional mandate continues to include the development of National Teachers’ Standards for Ghana.
➡ Related: National Teaching Council in Ghana: Functions and Responsibilities
➡ Related: Teacher Professional Development in Ghana: Complete Guide
When Were the National Teachers’ Standards Developed?
The development of the National Teachers’ Standards arose from the need to bring together different standards and assessment approaches that had been used in teacher education and professional development.
The official guidelines state that the pre-service standards were approved by Cabinet on 28 September 2017. They subsequently informed the development of standards for in-service teachers.
The standards were developed from several sources. These included assessment tools used by the University of Cape Coast and the University of Education, Winneba, materials relating to school attachment and practicum, mentorship resources, teacher competence frameworks and international teaching standards.
Stakeholders involved in the development process included the NTC, Ghana Education Service, teacher education institutions, regulatory bodies, teacher unions, principals of Colleges of Education and other education practitioners.
The development process also involved consultation and validation. The official guidelines indicate that a draft was reviewed by an ad hoc committee and underwent full validation in December 2015 before the standards were subsequently approved.
This history is important because it shows that the NTS was designed as a national framework rather than as the standard of one individual teacher education institution.
➡ Related: Colleges of Education in Ghana: Complete Guide
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Who Are the National Teachers’ Standards For?
The National Teachers’ Standards apply to a wide range of people involved in teacher preparation and professional practice.
The official guidelines identify student teachers, beginning teachers, in-service teachers, teacher education institutions, teacher educators, education directors, circuit supervisors, headteachers and mentors among the groups that should use the standards.
For student teachers, the standards provide targets to be achieved during initial teacher education.
For beginning teachers, the standards provide a reference point during the transition from teacher preparation to professional practice.
For practising teachers, the standards provide a framework for continued professional development and career progression.
For teacher educators, the standards provide a basis for designing teacher education curricula, courses, assessments and practical experiences.
For mentors and school leaders, the standards help guide observation, feedback and professional support.
This broad application means that the NTS should not be viewed simply as an examination document. It is a professional framework intended to influence teacher preparation and practice across the education system.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
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The Three Domains of the National Teachers’ Standards
The National Teachers’ Standards are organised into three major domains:
- Professional Values and Attitudes
- Professional Knowledge
- Professional Practice
The official guidelines explain that these three domains intersect to develop the competence expected of a teacher at the end of initial teacher preparation.
The structure is significant because teacher competence cannot be adequately understood from subject knowledge alone.
A teacher may know a subject very well but still need stronger classroom management skills. Another teacher may have good classroom skills but lack sufficient understanding of curriculum requirements. A third may possess both but require further development in professional conduct or reflective practice.
The NTS therefore combines what a teacher values, what a teacher knows and what a teacher does.
This integrated approach is central to understanding the standards.
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Domain One: Professional Values and Attitudes
Professional Values and Attitudes concerns the teacher’s professional identity, ethical conduct, relationships and commitment to professional learning.
The domain recognises that teaching involves responsibilities towards learners, colleagues, parents, communities and the wider education system.
A professionally competent teacher is expected to reflect critically on teaching and learning, pursue professional development and demonstrate growing leadership qualities.
The teacher is also expected to understand and follow professional and ethical codes of conduct.
The NTS places importance on positive relationships with colleagues, learners, parents, School Management Committees, Parent-Teacher Associations and the wider public.
Professional identity is another important component. Teachers are expected to act as positive role models for learners and to understand the potential influence of their conduct on learners.
The standards also position teachers as potential agents of change in schools, communities and the country.
This means that professionalism extends beyond classroom instruction. A teacher’s conduct, relationships, commitment to learning and contribution to the school community are part of professional competence.
➡ Related: Teacher Professional Ethics in Ghana
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Professional Development Under the NTS
Professional development is one of the important components of Professional Values and Attitudes.
The standards expect teachers to reflect critically and collectively on their practice in order to improve teaching and learning.
Teachers are also expected to improve their personal and professional development through lifelong learning and Continuous Professional Development.
This requirement reflects the understanding that teacher competence is not static.
Curriculum changes, new assessment approaches, technological developments, changing learner needs and education policy reforms require teachers to continue learning.
The NTC’s mandate includes providing a framework for continuous professional development for teachers. Its current online learning platform provides professional learning opportunities in areas including digital literacy, differentiated learning, coaching and mentoring and other teacher development areas.
Professional development should therefore be connected to actual professional needs.
A teacher should be able to identify weaknesses in practice, seek appropriate learning opportunities, apply new knowledge and evaluate whether the change has improved teaching and learning.
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Community of Practice
The NTS treats teachers as members of a professional community.
Teachers are expected to engage positively with colleagues, learners, parents, School Management Committees, Parent-Teacher Associations and the wider public.
This reflects the reality that teaching does not take place in isolation.
A teacher’s work is affected by school leadership, colleagues, parents, community expectations, education policies and the social context of learners.
Professional collaboration can therefore support better teaching and problem solving.
The community-of-practice element also reinforces professional identity. Teachers are expected to contribute to the work of their schools while maintaining ethical and professional standards.
The NTS guidelines describe teachers as potential agents of change in the school, community and country.
For student teachers, this dimension is especially relevant during school-based professional practice because they learn not only through lessons but also through participation in the professional life of schools.
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Domain Two: Professional Knowledge
Professional Knowledge concerns what teachers need to understand in order to teach effectively.
The NTS divides this domain into two major areas:
- Knowledge of Educational Frameworks and Curriculum
- Knowledge of Learners
The first concerns knowledge of the education system, relevant policies, curriculum, learning outcomes, subject content and pedagogical knowledge.
The second concerns understanding how learners develop and learn and how their different backgrounds affect teaching and learning.
This domain establishes that teachers need both disciplinary knowledge and pedagogical knowledge.
A teacher must know what to teach, why it should be taught, how it can be taught and how learners are likely to respond.
The standards therefore place considerable importance on the teacher’s ability to connect subject knowledge with teaching practice.
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Knowledge of Educational Frameworks and Curriculum
The NTS expects teachers to demonstrate familiarity with Ghana’s education system and the policies that guide it.
Teachers should also have comprehensive knowledge of the official school curriculum, including its intended learning outcomes.
This requirement has practical implications.
A teacher cannot plan effective lessons simply by selecting topics from a textbook. The teacher needs to understand the curriculum expectations and the learning outcomes that learners are expected to achieve.
The standards also emphasise content knowledge, pedagogical knowledge and pedagogical content knowledge.
Pedagogical content knowledge is particularly important because knowing a subject does not automatically mean knowing how to teach it effectively.
For example, a Mathematics teacher needs to understand mathematical concepts while also knowing how learners commonly misunderstand those concepts and which representations or activities can help them develop accurate understanding.
At pre-primary and primary levels, the standards also give attention to foundational literacy and numeracy and the use of a Ghanaian language as a medium of instruction within the framework described in the official guidelines.
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➡ Related: Curriculum and Assessment in Ghana: Complete Guide
Knowledge of Learners
Professional knowledge also requires teachers to understand learners.
The NTS expects teachers to understand how children develop and learn in diverse contexts and to apply this understanding in teaching.
Teachers are also expected to take account of learners’ cultural, linguistic, socioeconomic and educational backgrounds when planning and teaching.
This is important because learners do not enter classrooms with identical experiences.
Differences in language, previous learning, family circumstances, interests, abilities and learning needs can affect how learners participate in lessons.
Understanding learners helps teachers make better decisions about instruction and assessment.
It also supports inclusive practice.
A teacher who understands learners is more likely to identify difficulties early, adapt instruction appropriately and create a classroom environment in which learners can participate meaningfully.
➡ Related: Inclusive Education in Ghana: Complete Guide
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Domain Three: Professional Practice
Professional Practice concerns what teachers do in classrooms and schools.
The domain has three main components:
- Managing the Learning Environment
- Teaching and Learning
- Assessment
The NTS expects teachers to plan lessons, create safe learning environments, manage learner behaviour, use varied teaching strategies, support different learners, use teaching and learning resources and assess learning effectively.
Professional practice is therefore where professional values and professional knowledge are translated into action.
A teacher may understand educational theory but still need to demonstrate the ability to apply that knowledge in a real classroom.
This is why practical experience is central to teacher education.
The NTS guidelines specifically emphasise the importance of school practicum and extended guided teaching experiences in preparing student teachers to meet the standards.
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Managing the Learning Environment
The NTS expects teachers to plan and deliver varied and challenging lessons with clear intended outcomes.
Teachers should also be able to create safe and encouraging learning environments and manage learning and behaviour in both small and large classes.
The standards also recognise the importance of practitioner inquiry. Teachers are expected to undertake small-scale action research to improve practice.
Classroom management should therefore not be reduced to controlling learner behaviour.
It includes organising the classroom, establishing expectations, managing time, maintaining learner engagement and creating conditions in which meaningful learning can take place.
A good learning environment should support participation and respect.
Teachers also need to recognise that classroom management strategies may need to change according to learner age, class size, subject, school context and specific learner needs.
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Teaching and Learning Standards
The teaching and learning component contains several expectations concerning instructional practice.
Teachers should use different instructional strategies that encourage participation and critical thinking.
They should pay attention to all learners, including girls and learners with special educational needs.
They should also be able to adapt instruction for mixed-ability, multilingual and multi-age classes.
The standards encourage meaningful tasks that promote collaboration and purposeful learning.
Teachers are also expected to explain concepts clearly and use examples that are familiar to learners.
Teaching and learning resources are important within this framework. The NTS specifically includes the production and use of a variety of teaching and learning resources, including ICT, to enhance learning.
These expectations place the learner at the centre of classroom activity.
Effective teaching is therefore not simply the delivery of information. It involves creating opportunities for learners to think, participate, practise, collaborate and demonstrate understanding.
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Assessment Under the National Teachers’ Standards
Assessment is a major component of Professional Practice.
The NTS expects teachers to integrate different forms of assessment into teaching in ways that support learning.
Teachers should listen to learners and provide constructive feedback.
They should also identify and address learner difficulties and misconceptions and refer learners whose needs fall outside the teacher’s competence.
The standards further expect teachers to keep meaningful records of learners and communicate progress clearly to learners and parents.
Teachers should also demonstrate awareness of national and school learning outcomes and use objective criterion-referenced approaches to assessment.
This means assessment should serve a learning purpose.
It should help teachers determine what learners know, identify misconceptions, decide what needs to be taught again and provide learners with information that can help them improve.
The NTS therefore links assessment closely with teaching and learning rather than treating it as an activity that occurs only at the end of instruction.
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National Teachers’ Standards and Teacher Education
The NTS has a direct relationship with initial teacher education.
Universities and Colleges of Education are expected to design and deliver programmes that enable student teachers to develop and demonstrate the standards.
The official guidelines state that pre-service programmes should allow student teachers to be assessed against the standards by the end of their training. They also emphasise the importance of extended and guided periods of teaching in classrooms.
This makes the standards important to Bachelor of Education programmes and other approved teacher education pathways.
Student teachers should therefore understand the NTS early in their training rather than waiting until the end of their programme.
Assignments, teaching practice, lesson planning, classroom observation, assessment tasks, reflection and professional conduct can all contribute to evidence of professional competence.
The NTS guidelines envisage a relationship between teacher education institutions and schools in which tutors, mentors and experienced teachers work together to support student teachers.
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National Teachers’ Standards and Teaching Practice
Teaching practice provides one of the most important settings in which student teachers demonstrate the standards.
The NTS guidelines emphasise that practicum should provide extended and guided periods of classroom teaching.
Student teachers need opportunities to observe experienced teachers, plan lessons, teach, assess learners, receive feedback and reflect on their experiences.
The standards also envisage mentors working closely with student teachers through activities such as joint planning, team teaching, observation and regular meetings about progress.
This approach makes teaching practice more than a final performance exercise.
It becomes a structured professional learning experience.
The connection between teacher education institutions and schools is therefore important. Tutors, mentors, supervisors and student teachers need a shared understanding of the standards and the evidence required to demonstrate them.
This is particularly important in Ghana’s current teacher education system, where school-based professional experience forms a major part of teacher preparation.
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Professional Portfolio and Evidence of Competence
The NTS guidelines identify the professional portfolio as an important way of demonstrating that a student teacher or teacher has met the standards.
Evidence can come from college-based and school-based learning.
Examples identified in the guidelines include assignments, examination results, lecture notes, lesson plans, teaching resources, assessment records, learner exercise books, photographs, lesson evaluations, testimonials, meeting records and evidence from professional development activities.
A professional portfolio therefore provides a record of professional growth.
It allows the teacher to show evidence rather than simply claim competence.
For a student teacher, a portfolio can demonstrate how classroom practice developed over time.
For a practising teacher, it can document professional development, classroom innovation, reflective practice and other evidence of continuing professional growth.
The portfolio should be organised meaningfully rather than treated as a collection of documents.
Each piece of evidence should help demonstrate a particular professional competency.
➡ Related: Teacher Portfolio in Ghana: Complete Guide
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National Teachers’ Standards and Teacher Licensing
The NTS has historically been closely connected with teacher licensing.
The official NTS guidelines state that the standards define minimum levels of practice expected of student teachers and teachers in relation to licensing.
The NTC’s licensing examination materials have also explicitly connected the licensing examination with the National Teachers’ Standards.
For example, the NTC’s 2025 GTLE information stated that the purpose of the licensing examination included determining whether candidates met the demands of the NTS in professional knowledge, practice, values and attitudes.
The licensing system has, however, been changing.
The NTC’s 2025 announcement described the final arrangements under the post-graduation GTLE and indicated that professional examinations for teacher trainees would move into teacher education institutions from 2026 and beyond.
Consequently, readers should distinguish between the National Teachers’ Standards, which remain the professional framework, and the specific examination arrangements used to assess prospective teachers at a particular time.
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National Teachers’ Standards and Continuous Professional Development
The NTS provides a foundation for teachers’ continuing professional development.
The standards expect teachers to identify professional learning needs, engage in lifelong learning and improve their practice through professional development.
The NTC’s statutory mandate includes providing a framework for Continuous Professional Development.
The NTC also provides online professional learning opportunities for teachers. Its e-learning platform currently includes courses in areas such as digital literacy, differentiated learning, coaching and mentoring and play-based learning.
CPD should therefore be connected to the competencies teachers need in their actual professional settings.
For example, a teacher struggling with differentiated instruction may benefit from targeted professional learning in that area.
Similarly, a teacher seeking to improve digital teaching competence may require training in digital literacy and instructional technology.
The standards provide a framework against which such professional learning needs can be identified.
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National Teachers’ Standards and Teacher Promotion
The NTS also has relevance to professional progression.
The official guidelines state that the standards can serve as a reference point for career progression and promotion. They can help education authorities determine whether teachers and leaders have met the relevant professional criteria for particular positions.
This reinforces the idea that professional growth involves more than obtaining additional certificates.
Teachers need to demonstrate professional competence in their actual work.
Evidence of classroom effectiveness, professional conduct, leadership, professional learning and contribution to the school can therefore become important in career development.
Teachers seeking promotion should understand the professional expectations associated with their intended role and identify appropriate evidence of competence.
This approach supports a professional culture in which career advancement is connected to demonstrated capacity and continued learning.
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Role of Teacher Educators
Teacher educators have an important responsibility in implementing the NTS.
The official guidelines state that teacher education institutions need a shared understanding of what each standard means and should work with schools, headteachers, mentors and experienced teachers.
Lecturers and tutors should therefore connect theoretical coursework with professional practice.
They should help student teachers understand why particular teaching approaches are used and how those approaches relate to the standards.
Teacher educators also need opportunities to maintain relevant knowledge of school practice.
The guidelines encourage stronger relationships between teacher education institutions and schools so that student teachers receive sufficient experience and meaningful guidance.
Teacher educators also play an important role in assessment. They need to provide constructive feedback and help student teachers identify areas requiring further development.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
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Role of Mentors and School Leaders
Mentors and school leaders are central to the practical implementation of the NTS.
A mentor should help a student teacher understand how professional standards are demonstrated in real classroom situations.
The NTS guidelines envisage mentors engaging in joint planning, team teaching, observation, meetings and discussions about student teachers’ progress.
School leaders also help establish the professional environment in which student teachers and practising teachers work.
They influence expectations concerning professional conduct, collaboration, classroom practice and learner welfare.
Effective mentoring requires more than signing forms or observing lessons occasionally.
Mentors need to provide meaningful feedback and help student teachers connect their experiences to professional standards.
This makes mentoring an important bridge between formal teacher education and professional practice.
➡ Related: Mentoring and Coaching for Teachers in Ghana
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How Teachers Can Use the National Teachers’ Standards
Teachers can use the NTS as a professional self-assessment framework.
A teacher can begin by examining each domain and asking whether there is sufficient evidence of competence.
For Professional Values and Attitudes, the teacher can consider professional conduct, collaboration, reflection, leadership and continuous learning.
For Professional Knowledge, the teacher can examine knowledge of curriculum, subject matter, pedagogy and learners.
For Professional Practice, the teacher can review lesson planning, classroom management, instructional strategies, teaching resources, assessment and feedback.
Teachers can then identify areas requiring improvement.
The next step is to establish professional development goals and gather evidence showing progress.
The NTS guidelines specifically identify training, induction, CPD, self-development, assessment and promotion among the contexts in which the standards can be used.
➡ Related: Teacher Self-Assessment in Ghana
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Common Misunderstandings About the National Teachers’ Standards
One common misunderstanding is that the NTS is simply an examination syllabus.
It is broader than that. The standards provide a professional framework for teacher preparation, practice, development and assessment.
Another misunderstanding is that the standards apply only to student teachers.
The official guidelines explicitly state that they apply to student teachers, beginning teachers and in-service teachers, as well as teacher educators and other stakeholders involved in teacher development.
A third misunderstanding is that professional competence means only classroom teaching skill.
The NTS includes professional values, professional knowledge and professional practice.
A fourth misunderstanding is that professional development ends when a teacher obtains a qualification.
The standards emphasise lifelong learning and Continuous Professional Development.
Finally, the current licensing transition should not be confused with the status of the standards themselves. The NTC’s licensing arrangements may change, but the professional expectations represented by the NTS remain central to the Council’s mandate.
➡ Related: National Teaching Council in Ghana: Complete Guide
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Why the National Teachers’ Standards Matter
The NTS matters because it gives Ghana a common professional reference point for teacher quality.
Without a shared framework, different institutions could interpret teacher competence in substantially different ways.
The standards establish common expectations concerning professional conduct, knowledge, classroom practice, assessment and professional development.
They also help connect teacher education with classroom practice.
For teacher education institutions, the standards provide a basis for programme design and assessment.
For schools, they provide a reference point for mentoring and professional development.
For teachers, they provide a framework for self-reflection and career development.
For regulators, they provide professional benchmarks.
The standards therefore have significance across the entire teacher development pathway.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
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EducateGhana Analysis
Educational Significance
The National Teachers’ Standards provide an important professional foundation for Ghana’s teacher education system.
Their greatest value lies in bringing together professional values, knowledge and practice within one framework.
The three-domain structure recognises that teacher competence is multidimensional. Effective teachers require knowledge of curriculum and learners, but they must also demonstrate sound classroom practice and professional conduct.
The standards are particularly important for teacher preparation because they provide a clear connection between academic study and school-based practice.
They also establish a basis for continuous professional development after initial teacher education.
Policy Implications
The NTS has implications for teacher education policy, professional regulation and teacher quality assurance.
The NTC’s statutory responsibility to develop and review professional standards means that the standards must remain responsive to changes in curriculum, technology, teacher education and the needs of learners.
The relationship between NTC standards, GTEC accreditation, teacher education institutions and school-based professional practice also requires continuing coordination.
Policy should ensure that standards are not simply published documents. They should be reflected in teacher education curricula, assessment, mentoring, induction and professional development.
Implementation Considerations
Implementation depends heavily on the capacity of teacher education institutions and schools.
Teacher educators need a shared understanding of the standards.
Mentors need appropriate preparation and support.
Student teachers need meaningful opportunities to practise the standards in real classrooms.
Teachers need professional development opportunities that respond to actual gaps in practice.
Assessment should also focus on credible evidence of professional competence rather than relying exclusively on written examinations.
The professional portfolio approach described in the NTS guidelines provides one useful mechanism for documenting development across time.
Future Outlook
The NTS is likely to remain important as Ghana continues to reform teacher education and professional regulation.
Digital technology, artificial intelligence, inclusive education, differentiated learning and changing curriculum expectations will require teachers to develop new forms of professional competence.
The NTC’s current professional learning activities already include areas such as digital literacy, differentiated learning and coaching and mentoring.
The future effectiveness of the NTS will therefore depend on how well it is translated into everyday professional practice.
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Why You Can Trust This Information
This article is based primarily on official publications and information from the National Teaching Council of Ghana, including the National Teachers’ Standards for Ghana: Guidelines, the NTC’s statutory mandate and its current teacher licensing and professional development information.
The original National Teachers’ Standards document remains the principal source for the structure, domains and professional expectations discussed in this article.
Where licensing arrangements are discussed, EducateGhana.com distinguishes the standards themselves from the specific examination arrangements announced by the NTC at different points.
Readers should verify current licensing, registration, CPD and professional requirements directly with the NTC because regulatory arrangements may change.
➡ Related: GTEC Accredited Institutions in Ghana: How to Verify
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Frequently Asked Questions
1. What are the National Teachers’ Standards in Ghana?
The National Teachers’ Standards are professional standards developed to define the knowledge, values, attitudes and practices expected of teachers in Ghana.
2. Who developed the National Teachers’ Standards?
The standards were developed through a national stakeholder process involving the National Teaching Council, teacher education institutions, education agencies, teacher unions, principals of Colleges of Education and other stakeholders.
3. When were the National Teachers’ Standards approved?
The NTS guidelines state that the pre-service standards were approved by Cabinet on 28 September 2017.
4. Who uses the National Teachers’ Standards?
The standards are intended for student teachers, beginning teachers, in-service teachers, teacher educators, mentors, headteachers, education officials and institutions involved in teacher preparation and development.
5. How many domains are in the National Teachers’ Standards?
There are three major domains: Professional Values and Attitudes, Professional Knowledge, and Professional Practice.
6. What are the components of Professional Values and Attitudes?
The domain includes Professional Development and Community of Practice. It covers reflection, lifelong learning, leadership, ethical conduct, professional relationships, teacher identity and the teacher’s role as an agent of change.
7. What does Professional Knowledge cover?
Professional Knowledge covers knowledge of educational frameworks and curriculum and knowledge of learners. It includes curriculum knowledge, subject knowledge, pedagogical knowledge, pedagogical content knowledge and understanding of learner development and diversity.
8. What does Professional Practice cover?
Professional Practice covers managing the learning environment, teaching and learning, and assessment.
9. Are the National Teachers’ Standards used in teacher licensing?
The NTS has been used as a professional benchmark for teacher licensing. The NTC’s licensing examination materials explicitly linked assessment to the professional knowledge, practice, values and attitudes contained in the standards.
10. Are the National Teachers’ Standards only for student teachers?
No. They apply to student teachers, beginning teachers and in-service teachers and also serve teacher educators, mentors and other education stakeholders.
11. What evidence can teachers use to demonstrate the standards?
Evidence can include lesson plans, teaching resources, assessment records, learner work, lesson evaluations, assignments, examination results, testimonials, meeting records and evidence of professional development.
12. Why is teaching practice important under the NTS?
Teaching practice gives student teachers opportunities to apply professional knowledge and demonstrate professional practice in real school environments. The NTS guidelines emphasise extended and guided classroom experience.
13. Does the NTS require teachers to undertake professional development?
Yes. Professional development and lifelong learning form part of the Professional Values and Attitudes domain. The NTC also has a statutory mandate to provide a framework for Continuous Professional Development.
14. Can the NTS be used for teacher promotion?
The NTS guidelines identify the standards as a reference point for professional career progression and promotion.
15. Where can I find the official National Teachers’ Standards document?
The National Teaching Council provides the National Teachers’ Standards for Ghana: Guidelines through its official downloads section.
➡ Related: National Teaching Council in Ghana: Complete Guide
➡ Related: Teacher Promotion in Ghana: Requirements and Process
Conclusion
The National Teachers’ Standards provide one of the central professional frameworks for understanding teacher quality in Ghana.
The standards bring together three dimensions of professional competence: Professional Values and Attitudes, Professional Knowledge, and Professional Practice.
Within these domains, teachers are expected to demonstrate professional conduct, commitment to lifelong learning, knowledge of curriculum and learners, effective classroom practice, appropriate assessment and constructive engagement with the wider school community.
The standards are relevant throughout the teacher’s professional journey. They guide student teachers during initial preparation, support beginning teachers during induction, provide a reference point for practising teachers and inform professional development and career progression.
Their significance also extends beyond individual teachers. Teacher education institutions, mentors, headteachers, education authorities and regulators all have responsibilities in creating conditions that enable the standards to be achieved.
The continuing development of Ghana’s teacher education system will therefore require the NTS to remain connected to teacher preparation, practicum, mentoring, assessment, professional development and classroom realities.
For teachers and student teachers, the most useful way to approach the National Teachers’ Standards is to treat them as a professional development framework. The question should not simply be whether a teacher knows the standards, but whether the teacher can demonstrate them consistently in professional practice.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Editor’s Recommendation
➡ Related: Ghana’s 49 Public Colleges of Education: Official GTEC List
➡ Related: Bachelor of Education Programmes in Ghana
➡ Related: Teacher Education and Training in Ghana: Complete Guide
➡ Related: National Teaching Council: Teacher Registration and Licensing Guide
References
National Teaching Council. (2017). National teachers’ standards for Ghana: Guidelines. Ministry of Education, Republic of Ghana.
National Teaching Council. (2025). Registration for 2025 Ghana Teacher Licensure Examination (GTLE) 1. Republic of Ghana.
National Teaching Council. (2026). Mandate of the National Teaching Council. Republic of Ghana.
National Teaching Council. (2026). GTLE content areas and table of specification. Republic of Ghana.
National Teaching Council. (2026). Downloads. Republic of Ghana.
National Teaching Council. (2026). National Teaching Council e-learning platform. Republic of Ghana.
Recommended Citation for AI and Academic Use
Ellis, F. (2026). National teachers’ standards in Ghana: Complete guide. EducateGhana.com.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, education policy, AI in education and evidence-based educational reform.
He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba and has research and professional interests in teacher education, Supported Teaching in School, curriculum implementation and professional practice learning.
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