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Mentoring in Teacher Education in Ghana: Complete Guide

August 27, 2026

Learn how mentoring in teacher education works in Ghana, including mentor roles, benefits, challenges, teaching practice, standards and professional development.

By ferdinand | EducateGhana.com
Last Updated: August 2026

ARTICLE INFORMATION BOX

Article Information	Details
Article Type	Education Pillar Article
Category	Teacher Education and Training
Hub	Learn
Cluster	Teacher Education and Training
Topic	Mentoring in Teacher Education
Coverage	Ghana
Primary Audience	Teacher trainees, mentors, tutors, teachers, teacher educators and education policymakers
Last Updated	August 2026
Author	Ferdinand Ellis
Publisher	EducateGhana.com

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and institutional sources
Primary Sources	National Teaching Council, University of Education, Winneba and official education documents
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Mentoring is an important component of teacher education because becoming a competent teacher requires more than studying educational theories and passing examinations. Student teachers also need opportunities to observe experienced practitioners, participate in authentic classroom activities, receive professional guidance and reflect on their developing practice.

In Ghana, mentoring has become increasingly important within the broader reform of initial teacher education and continuing teacher professional development. The National Teaching Council (NTC) has developed a national framework for mentoring and coaching pre-tertiary teachers, while institutions such as the University of Education, Winneba have established structures concerned with student placement, internship and mentoring.

Mentoring is particularly significant within the practical preparation of teachers in Ghana’s Colleges of Education. Teacher trainees are expected to connect knowledge acquired through coursework with the realities of teaching in schools. Partnership schools therefore provide an important setting in which trainees can develop classroom competence under the guidance of experienced teachers.

Research from the University of Education, Winneba has also found that mentorship can provide teacher trainees with knowledge, skills and practical experience in teaching and learning. However, the same research points to challenges that can affect the quality of the mentoring relationship, including interpersonal difficulties and insufficient preparation of school personnel for their mentoring responsibilities.

This guide examines the meaning, purpose, models, processes, responsibilities, benefits and challenges of mentoring in teacher education in Ghana. It also explains how effective mentoring can contribute to teacher professionalism and improved classroom practice.

Key Takeaways

Mentoring connects teacher education theory with authentic professional practice.
Effective mentoring requires a structured relationship between the trainee and an experienced teacher or mentor.
Colleges of Education and partner schools have important complementary responsibilities.
Mentors require appropriate preparation, professional knowledge and interpersonal skills.
Mentoring should include observation, feedback, guided practice and reflection.
Ghana’s National Teaching Council has developed a national framework for mentoring and coaching pre-tertiary teachers.
Research in Ghana indicates that mentoring can strengthen teacher trainees’ knowledge, skills and classroom experience.
Weak coordination, inadequate mentor preparation and poor interpersonal relationships can reduce the effectiveness of mentoring.

What Is Mentoring in Teacher Education?

Mentoring in teacher education is a structured professional relationship in which an experienced teacher, teacher educator or other suitably qualified practitioner supports the learning and professional development of a less experienced teacher or teacher trainee.

The relationship normally involves guidance, observation, discussion, modelling, feedback and reflection. The mentor does not simply tell the trainee what to do. Effective mentoring provides opportunities for the trainee to understand why particular professional decisions are made and to develop the ability to make sound decisions independently.

Mentoring therefore differs from ordinary supervision. Supervision may focus heavily on monitoring performance and determining whether prescribed requirements have been met. Mentoring places greater emphasis on learning, professional growth and the gradual development of competence.

Within teacher education, mentoring may occur in Colleges of Education, universities, partnership schools and other professional learning environments. It can support trainees during school placement, teaching practice, internship or other forms of school-based professional experience.

The National Teaching Council’s Mentoring and Coaching Framework describes mentoring and coaching as important approaches to teacher development and school improvement. The framework was developed to provide direction and standards for mentoring and coaching activities involving teachers in Ghana.

Why Is Mentoring Important in Teacher Education?

Teacher education involves the development of professional knowledge, practical skills, values and attitudes. Classroom teaching provides situations that cannot always be fully reproduced in a lecture room. A trainee may understand a teaching strategy theoretically but still struggle to apply it effectively when managing a real classroom.

Mentoring helps bridge this gap. The trainee can observe how an experienced teacher introduces a lesson, manages transitions, asks questions, responds to learners and assesses understanding. The trainee can then attempt similar practices and discuss the experience with the mentor.

Another important contribution is feedback. A trainee may not recognize certain weaknesses in lesson delivery, questioning, classroom management or assessment. Constructive feedback allows the trainee to examine the practice from another perspective.

Mentoring can also contribute to professional identity. Teacher trainees gradually begin to see themselves as members of a professional community. Through interactions with experienced teachers, they learn about professional responsibilities, ethical conduct, relationships with learners, collaboration with colleagues and engagement with parents and communities.

Research conducted among mentees from OLA College of Education found that participants considered mentorship beneficial to their initial teacher preparation. The study reported gains in knowledge, skills and experience in teaching and learning.

Mentoring is also relevant after initial teacher preparation. The NTC’s national framework recognizes mentoring and coaching as mechanisms for supporting both beginning and experienced teachers. The framework links mentoring with teacher effectiveness, professional learning and school improvement.

Mentoring and the Ghanaian Teacher Education System

Mentoring operates within a wider teacher education system involving teacher trainees, Colleges of Education, universities, schools, the Ghana Education Service and professional regulatory institutions.

The National Teaching Council has responsibility for regulating the teaching profession and establishing standards for teacher education and professional practice. Its functions include developing standards for teacher education, providing a framework for teacher education curriculum and promoting continuing professional education.

The University of Education, Winneba provides an example of institutional support for mentoring. Its Institute for Teacher Education and Continuing Professional Development is responsible for matters including student placement and internship, affiliation and mentoring of Colleges of Education, and continuing professional development. The institute’s stated mission includes providing student teachers with quality school-based teaching experiences and mentoring.

Colleges of Education provide the institutional environment in which teacher trainees develop professional knowledge and skills. Partner schools provide authentic classroom environments in which trainees can experience the realities of teaching.

This arrangement means that mentoring cannot be regarded as the responsibility of one individual alone. It requires coordination among the College of Education, affiliated university, mentor, school leadership, teacher trainee and other relevant stakeholders.

Effective mentoring should therefore be connected to the objectives of the teacher education programme and the professional expectations established for teachers in Ghana.

Who Is a Mentor in Teacher Education?

A mentor is an experienced practitioner who supports the professional learning and development of a less experienced teacher or teacher trainee.

In school-based teacher education, the mentor is commonly an experienced teacher who works closely with the trainee. The mentor provides opportunities for observation, guided practice, discussion and feedback.

A mentor should possess sound professional knowledge and demonstrate appropriate professional conduct. Classroom experience alone, however, does not automatically make someone an effective mentor. Mentoring requires additional skills in communication, observation, questioning, feedback and professional support.

The mentor must also understand the role of the trainee. A trainee is still developing professional competence and should therefore be given opportunities to learn from mistakes within a supportive professional environment.

The National Teaching Council has identified mentoring and coaching as important components of teacher development. Its framework seeks to provide standards and guidance for mentoring and coaching activities involving teachers in Ghana.

Mentors can therefore be viewed as professional guides who help trainees interpret classroom experiences and gradually assume greater responsibility for teaching.

Roles and Responsibilities of a Mentor

The effectiveness of mentoring depends substantially on the responsibilities performed by the mentor. These responsibilities should be clearly understood before the mentoring relationship begins.

1. Orientation

The mentor helps the trainee understand the school environment, professional expectations, routines, policies and responsibilities.

2. Modelling

The mentor demonstrates effective professional practices. This may include lesson preparation, classroom management, assessment, use of teaching resources and interaction with learners.

3. Observation

The mentor observes the trainee’s professional practice and gathers evidence about strengths and areas requiring improvement.

4. Feedback

The mentor provides specific, constructive and timely feedback. Feedback should focus on observable practice rather than personal criticism.

5. Guided Practice

The mentor provides opportunities for the trainee to undertake professional activities while receiving appropriate support.

6. Reflection

The mentor encourages the trainee to examine classroom experiences and identify lessons for future practice.

7. Professional Support

The mentor provides advice concerning professional conduct, collaboration, communication and other aspects of school life.

8. Progress Monitoring

Where required by the programme, the mentor contributes information about the trainee’s progress and professional development.

The mentor should therefore balance support with appropriate professional challenge. Excessive control can prevent the trainee from developing independence, while insufficient guidance can leave the trainee without the support required for meaningful professional learning.

Roles and Responsibilities of the Teacher Trainee

Mentoring is not a one-way process. The teacher trainee has important responsibilities in making the relationship productive.

The trainee should attend scheduled mentoring activities, prepare adequately for teaching and actively participate in professional discussions.

A trainee should also be willing to receive feedback. Effective professional development requires the ability to identify weaknesses without treating constructive criticism as a personal attack.

Reflection is another major responsibility. After teaching, the trainee should examine what happened, why it happened and what could be done differently.

The trainee should also maintain professional conduct in dealings with learners, teachers, school leaders and members of the wider school community.

The trainee should gradually move from observation and supported participation towards greater professional independence. The ultimate purpose of mentoring is not to create dependence on the mentor. It is to help the trainee develop the knowledge, judgement and confidence required for professional practice.

Research on mentorship at OLA College of Education found that trainees regarded mentorship positively but also identified challenges that required improvement. The study recommended greater preparation of headteachers and teachers in partner schools regarding their roles in the mentoring programme.

Role of the College of Education and University

The College of Education has responsibility for preparing trainees for professional practice and ensuring that school-based experiences are connected to the teacher education curriculum.

The College should establish clear expectations for school placement, communicate requirements to mentors and monitor the quality of trainees’ professional experiences.

Affiliated universities also have an important role. Institutional arrangements can include student placement, internship, mentoring and academic support. The University of Education, Winneba, for example, identifies student placement, internship and mentoring of affiliated Colleges of Education among the responsibilities of its Institute for Teacher Education and Continuing Professional Development.

College tutors can complement school-based mentoring by helping trainees connect classroom experiences with educational theory and research.

This relationship is particularly important because a trainee’s school experience should not become disconnected from the academic programme. Professional practice should generate questions for academic study, while academic knowledge should help trainees interpret their professional experiences.

The institution should therefore monitor whether trainees are receiving meaningful professional experiences rather than simply being placed in schools without adequate mentoring support.

Role of the Partnership School

The partnership school provides the setting in which teacher trainees encounter the everyday realities of teaching.

School leaders have an important role in creating a supportive environment. The trainee should be introduced to relevant school routines and should understand the expectations governing professional conduct.

The school should also ensure that the trainee has meaningful opportunities to observe and participate in classroom teaching.

Teachers who serve as mentors should have sufficient time to interact with trainees. If mentoring is added to an already demanding workload without adequate planning, the quality of support may suffer.

The school also provides an important professional community. Trainees can learn from interactions with teachers beyond their designated mentor. They may observe different teaching styles and approaches to classroom management, assessment and learner engagement.

A strong partnership school therefore functions as a professional learning environment rather than simply a location where a trainee completes a placement requirement.

The Mentoring Process in Teacher Education

Although mentoring arrangements may differ among institutions and programmes, an effective mentoring process generally contains several interconnected stages.

Stage 1: Preparation

The mentor and trainee establish expectations, responsibilities and communication arrangements.

Stage 2: Orientation

The trainee becomes familiar with the school, learners, teachers, curriculum, routines and professional expectations.

Stage 3: Observation

The trainee observes experienced teachers and examines classroom practice.

Stage 4: Guided Participation

The trainee begins participating in classroom activities under appropriate supervision.

Stage 5: Independent Practice

The trainee assumes increasing responsibility for planning and delivering lessons.

Stage 6: Observation and Feedback

The mentor observes the trainee and provides evidence-based feedback.

Stage 7: Reflection

The trainee reflects on the teaching experience and considers improvements.

Stage 8: Development Planning

The mentor and trainee identify areas for further development and establish practical goals.

This process should be developmental. A trainee should not be expected to demonstrate full professional competence at the beginning of a placement.

The progression from observation to supported participation and eventually greater independence allows professional competence to develop gradually.

Mentoring, Supervision and Coaching: What Is the Difference?

Mentoring, supervision and coaching are related concepts, but they should not automatically be treated as identical.

Mentoring generally involves a developmental relationship in which an experienced practitioner supports the professional growth of a less experienced colleague or trainee.

Supervision tends to involve monitoring, observation, assessment and professional accountability. In teacher education, supervision may be concerned with determining whether a trainee has met specific programme requirements.

Coaching often focuses on improving particular aspects of professional performance through targeted guidance, practice and feedback.

In practice, the three may overlap. A mentor may observe a lesson, provide feedback and help the trainee improve a particular skill. At the same time, formal assessment may require supervisory judgement.

The distinction becomes important because a relationship that is perceived entirely as an assessment relationship may discourage trainees from openly discussing difficulties. Effective mentoring requires sufficient trust for trainees to examine their weaknesses honestly.

The NTC’s national framework addresses both mentoring and coaching and seeks to provide a coherent basis for these professional development practices in Ghana.

Benefits of Mentoring in Teacher Education

Mentoring can contribute to teacher development in several ways.

Improved Classroom Practice

Trainees receive practical guidance on lesson preparation, teaching methods, classroom management and assessment.

Development of Professional Knowledge

Classroom experiences help trainees understand how theoretical concepts operate in real educational settings.

Constructive Feedback

Regular feedback allows trainees to identify strengths and areas requiring improvement.

Professional Confidence

Supported practice can help trainees become more confident in handling classroom responsibilities.

Professional Identity

Mentoring exposes trainees to professional expectations and the culture of teaching.

Reflective Practice

Mentoring conversations can encourage trainees to examine their decisions and consider alternative approaches.

Socialisation into the Profession

Trainees become familiar with relationships, responsibilities and practices within the school community.

Support for Teacher Retention and Development

Mentoring can extend beyond initial teacher preparation and provide support for beginning teachers as they enter professional practice.

The NTC’s framework identifies mentoring and coaching as approaches that can strengthen teacher practice and support school improvement.

Challenges of Mentoring in Ghanaian Teacher Education

Despite its potential benefits, mentoring can face several challenges.

Inadequate Mentor Preparation

An experienced teacher may be an excellent classroom practitioner but may not automatically possess the skills required to mentor another teacher.

Workload

Teachers already have demanding professional responsibilities. Without appropriate planning, mentoring can become an additional burden.

Weak Communication

Poor communication between the College, school, mentor and trainee can lead to confusion about expectations.

Assessment Anxiety

When the mentor is perceived primarily as an assessor, the trainee may be reluctant to disclose difficulties or seek help.

Interpersonal Problems

Mentoring depends on professional relationships. Personality differences, poor communication and lack of trust can weaken the relationship.

Research involving trainees from OLA College of Education identified interpersonal difficulties among the challenges associated with mentorship and recommended workshops to clarify the roles of headteachers and teachers in partner schools.

Limited Resources

Some schools may lack adequate teaching and learning resources, classrooms or other facilities required for effective professional practice.

Inconsistent Monitoring

Where institutional monitoring is weak, the quality of mentoring may vary significantly between schools.

These challenges demonstrate why mentoring requires institutional support rather than reliance solely on individual goodwill.

How Can Mentoring Be Improved in Ghana?

Improving mentoring requires attention to the entire teacher education system.

First, mentors should receive appropriate preparation. Training should address observation, feedback, communication, adult learning, professional ethics, coaching and reflective practice.

Second, Colleges of Education and partner schools should establish clear mentoring expectations. Mentors and trainees should know what activities are expected, how often meetings should occur and how progress will be documented.

Third, institutions should improve communication. Placement arrangements, programme requirements and assessment expectations should be communicated clearly to all parties.

Fourth, mentoring should be supported through professional development. The NTC already provides a national framework for mentoring and coaching, creating a foundation upon which institutional programmes can be developed.

Fifth, monitoring should focus on the quality of the trainee’s professional learning rather than merely confirming attendance at a school.

Finally, mentoring should encourage reflection. The trainee should be given opportunities to discuss classroom experiences, examine evidence and develop practical responses to professional problems.

The objective should be a mentoring system in which professional learning is deliberate, structured and connected to the development of competent teachers.

Mentoring and the National Teachers’ Standards

The National Teachers’ Standards provide an important professional reference point for teacher development in Ghana.

The NTC explains that the National Teachers’ Standards specify competencies required of teachers at different levels of professional development.

Mentoring can help trainees interpret these professional expectations in relation to actual classroom practice.

For example, a trainee may understand the importance of effective classroom management from academic coursework. Through mentoring, the trainee can observe how a teacher establishes routines, handles disruptions and creates an environment conducive to learning.

Similarly, professional standards relating to assessment can be examined through actual lesson planning, questioning, marking and feedback.

The standards can therefore serve as a reference point for mentoring conversations. Instead of giving general comments such as “your lesson was good,” a mentor can help the trainee identify specific areas of professional competence and areas requiring further development.

This makes mentoring more purposeful and evidence-based.

Mentoring and Reflective Practice

Reflection is central to effective professional learning.

A trainee may complete a lesson and initially conclude that it went well or badly. Mentoring can help move the trainee beyond such general judgements.

The mentor can ask questions such as:

What were you trying to achieve?
Which learners demonstrated understanding?
What evidence shows that learning occurred?
Which part of the lesson was most successful?
Where did learners experience difficulty?
What would you change in the next lesson?

Such questions encourage the trainee to analyse classroom evidence rather than depend solely on personal impressions.

Reflection can also help trainees connect practice with educational theory. A classroom management problem may raise questions about motivation, learner diversity, instructional strategies or assessment.

Mentoring therefore becomes more valuable when it creates a professional dialogue around practice.

Over time, trainees can develop the ability to evaluate their own teaching without always depending on the mentor. This is an important step towards professional autonomy.

Digital Mentoring and Technology in Teacher Education

Technology provides additional possibilities for mentoring in teacher education.

Digital platforms can support communication between mentors and trainees, especially where physical distance makes frequent meetings difficult.

Trainees can share lesson plans, reflective journals and teaching resources electronically. Mentors can provide written feedback and schedule virtual discussions.

Digital tools may also support professional learning communities in which teachers and trainees discuss common classroom problems.

However, technology should complement rather than replace meaningful professional relationships. Effective mentoring requires dialogue, observation and contextual understanding. A digital platform cannot by itself create an effective mentoring relationship.

Institutions should also consider digital access, data protection, confidentiality and professional ethics when using technology for mentoring.

The National Teaching Council’s digital learning platform currently provides professional development opportunities for teachers, including courses related to coaching and mentoring.

EducateGhana Analysis

Educational Significance

Mentoring is significant because teacher competence develops through the interaction of knowledge, practice and professional reflection. A teacher trainee may acquire substantial theoretical knowledge without necessarily developing the judgement required to respond effectively to the complexity of classroom situations.

A strong mentoring system helps address this problem by creating structured opportunities for trainees to learn through authentic professional experience.

Mentoring is therefore best understood as part of teacher preparation rather than as an optional activity attached to teaching practice.

Policy Implications

Ghana’s teacher education reforms require a coordinated approach to professional preparation. The National Teaching Council’s responsibility for teacher education standards and professional development provides an institutional basis for strengthening mentoring.

Policy should ensure that mentoring expectations are clearly defined across teacher education institutions and partnership schools.

There should also be adequate attention to mentor preparation, workload and professional recognition. A mentoring system that depends entirely on unpaid goodwill may produce inconsistent outcomes.

Implementation Considerations

Effective implementation requires clear roles for Colleges of Education, affiliated universities, schools, mentors, tutors and trainees.

Mentors should receive training in professional feedback, observation and reflective dialogue. Schools should also understand their responsibilities in supporting teacher trainees.

Monitoring should examine the quality of the professional experience. Institutions should ask whether trainees are observing effective practice, receiving feedback, teaching regularly and reflecting on their experiences.

Future Outlook

The future of teacher mentoring in Ghana is likely to involve stronger integration of school-based learning, professional standards, continuing professional development and digital learning.

Technology can improve communication and documentation, but the central element will remain the quality of the professional relationship between mentor and trainee.

A well-designed mentoring system can contribute to the development of teachers who are more reflective, professionally confident and capable of responding to the needs of diverse learners.

Why You Can Trust This Information

This article is based primarily on official information from Ghana’s National Teaching Council and institutional sources, including the University of Education, Winneba. It also draws on published research concerning mentorship in Ghanaian teacher education.

EducateGhana.com distinguishes between official policy information and findings from individual studies. Where institutional arrangements or regulations may change, readers should consult the relevant regulatory institution or teacher education institution for the latest requirements.

Frequently Asked Questions

1. What is mentoring in teacher education?

Mentoring in teacher education is a structured professional relationship in which an experienced teacher or educator supports the development of a teacher trainee through guidance, observation, feedback, modelling and reflection.

2. Why is mentoring important for teacher trainees?

Mentoring helps trainees connect educational theory with classroom practice. It can improve teaching skills, professional knowledge, confidence, reflection and understanding of professional responsibilities.

3. Who can serve as a mentor?

A mentor should normally be an experienced and professionally competent teacher or educator who has the knowledge and interpersonal skills required to support another teacher’s professional development.

4. What does a teacher mentor do?

A mentor may orient the trainee, model professional practice, observe lessons, provide feedback, support lesson planning, encourage reflection and help the trainee develop professional competence.

5. Is mentoring the same as teaching practice?

No. Teaching practice is a broader professional learning experience involving classroom teaching and related activities. Mentoring is one of the mechanisms through which a trainee can receive professional guidance during that experience.

6. What is the role of the National Teaching Council in mentoring?

The National Teaching Council regulates the teaching profession, develops professional standards and provides frameworks for teacher education and professional development. It has published a Mentoring and Coaching Framework for Pre-Tertiary Teachers in Ghana.

7. Can mentoring continue after teacher training?

Yes. Mentoring and coaching can support beginning teachers and experienced teachers as part of continuing professional development. The NTC’s framework specifically addresses mentoring and coaching as approaches to teacher development.

8. What is the difference between mentoring and coaching?

Mentoring generally provides broader professional development support, while coaching often focuses on improving particular skills or areas of professional performance. In practice, the two approaches can overlap.

9. What is the role of reflection in mentoring?

Reflection enables trainees to examine their teaching experiences, identify strengths and weaknesses, interpret classroom evidence and determine how future practice can be improved.

10. What challenges affect mentoring in Ghana?

Challenges can include inadequate mentor preparation, workload, weak communication, interpersonal difficulties, limited resources and inconsistent institutional monitoring.

11. Can technology support teacher mentoring?

Yes. Digital platforms can support communication, professional learning, document sharing, feedback and virtual mentoring. However, technology should complement meaningful professional interaction.

12. What are the benefits of mentoring for schools?

Mentoring can contribute to teacher development, professional collaboration and improved teaching practice. It can also strengthen relationships between teacher education institutions and partnership schools.

13. What should a trainee expect from a mentor?

A trainee should expect professional guidance, constructive feedback, opportunities to observe and practise teaching, discussion of classroom experiences and support in identifying areas for development.

14. What should a trainee do to benefit from mentoring?

The trainee should participate actively, prepare adequately, accept constructive feedback, ask questions, reflect on teaching experiences and take increasing responsibility for professional learning.

15. Why is mentor training important?

Mentor training helps experienced teachers understand how to support another teacher’s learning. Classroom expertise alone does not necessarily provide all the skills required for effective mentoring.

Conclusion

Mentoring is an important part of professional teacher preparation in Ghana because it connects formal teacher education with authentic classroom experience.

An effective mentor helps the trainee observe professional practice, participate in teaching, receive constructive feedback and reflect on classroom experiences. The process should gradually develop professional independence rather than create permanent dependence on the mentor.

The evidence and institutional frameworks available in Ghana indicate that mentoring has an established place within teacher development. The National Teaching Council has developed a national mentoring and coaching framework, while teacher education institutions such as the University of Education, Winneba have institutional structures supporting student placement and mentoring.

The continuing challenge is to ensure that mentoring is consistently implemented across teacher education institutions and partnership schools. Mentor preparation, institutional coordination, adequate support, clear expectations and reflective professional dialogue remain essential.

For Ghana’s teacher education system, the quality of mentoring matters because the quality of professional preparation ultimately influences the teachers who enter classrooms and the learning experiences they provide to pupils and students.

Editor’s Recommendation

➡ Supported Teaching in School in Ghana: Complete Guide

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Teaching Practice in Ghana: Requirements and Guidelines

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. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

References

National Teaching Council. (2020). Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.

National Teaching Council. (2021). National teachers’ standards for Ghana: Guidelines. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Functions of the National Teaching Council. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Downloads: Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Frequently asked questions. Ministry of Education, Ghana.

Esia-Donkoh, K. (2010). Mentorship as an initial teacher preparation programme in Colleges of Education in Ghana: Views of mentees from OLA College of Education, Cape Coast, Ghana. University of Education, Winneba Institutional Repository.

University of Education, Winneba. (n.d.). Institute for Teacher Education and Continuing Professional Development.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Ellis, F. (2026). Mentoring in teacher education in Ghana: Complete guide. EducateGhana.com.

Source(s)

National Teaching Council, Ministry of Education, University of Education, Winneba Institutional Repository.

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Former UEW Student Mercy Yaaba Bredu Dies in China After Collapsing at Airport on Arrival for Master’s Programme

Ferdinand Ellis

August 27, 2026

Former UEW Student Mercy Yaaba Bredu Dies in China After Collapsing at Airport on Arrival for Master’s Programme

Former UEW student Mercy Yaaba Bredu has died in China after reportedly collapsing at an airport shortly after travelling from Ghana to pursue a master’s degree.

By Ferdinand Ellis | EducateGhana.com
Published: August 26, 2026
Category: News | Higher Education | Study Abroad

Article Information	Details
Article Type	Breaking News / Human Interest
Institution	University of Education, Winneba
Location	China
Subject	Death of former UEW student
Academic Journey	Master’s programme in China
Date of Death	Wednesday, August 26, 2026
Status	Reported death
Source Review	Media reports and available public information

Fact Check & Editorial Review

EducateGhana.com has verified the core details of the report through a contemporary MyJoyOnline report published on August 26, 2026. The report identifies the deceased as Mercy Yaaba Bredu, a Ghanaian and former student of the University of Education, Winneba (UEW).

According to the report, Bredu travelled from Ghana to China on Monday, August 24, 2026, intending to pursue a master’s degree. She reportedly complained of heart pain during the journey and collapsed shortly after arriving at an airport in China. She was taken to a hospital but died on Wednesday, August 26.

At the time of publication, the available report does not establish a confirmed medical cause of death. EducateGhana.com therefore does not attribute her death to a particular medical condition.

Key Takeaways

Mercy Yaaba Bredu, a former UEW student, has died in China.
She left Ghana on Monday, August 24, 2026, to pursue further studies.
She reportedly collapsed shortly after arriving at an airport in China.
She was taken to hospital for emergency medical attention.
She died on Wednesday, August 26, 2026, according to former classmates.
Bredu was a former Vice President of the Association of Students of English (ASSENS) at UEW in 2024.
Reports say she had graduated with first-class honours and had secured scholarship opportunities to study in the United States and China.
She eventually chose China to continue her education and explore opportunities in the import business.
The circumstances have left former colleagues, friends and members of the UEW community mourning her unexpected death.

What Happened to Mercy Yaaba Bredu?

Mercy Yaaba Bredu’s journey to China was expected to mark the beginning of a new chapter in her academic life.

According to MyJoyOnline, Bredu departed Ghana on Monday, August 24, 2026, with plans to pursue a master’s degree in China.

The journey, however, reportedly took a tragic turn shortly after she arrived.

She reportedly complained of heart pain during the flight. After arriving at the airport in China, she was receiving a bouquet of flowers when she suddenly collapsed. She was rushed to hospital for medical treatment.

Despite efforts to stabilise her condition, she died on Wednesday, August 26.

The available report does not state the confirmed medical cause of death.

A Promising Academic Journey Cut Short

Bredu’s death has attracted particular attention because she was reportedly beginning a new phase of her academic career.

MyJoyOnline reports that she had graduated with first-class honours and had secured scholarship opportunities to study in both the United States and China. She ultimately chose China for her further studies.

Her decision reflected an ambition to continue her education while exploring additional opportunities outside Ghana.

That ambition was cut short only days after her departure from the country.

Her Connection to the University of Education, Winneba

Bredu was a former student of the University of Education, Winneba (UEW).

She was also involved in student leadership. According to the report, she served as Vice President of the Association of Students of English (ASSENS) in 2024.

Her involvement in the association means that her death is likely to be felt particularly strongly among former colleagues and members of the UEW English student community.

UEW remains one of Ghana’s major teacher education and education-focused universities, with programmes spanning undergraduate and postgraduate studies.

➡️ Related: UEW Programmes, Admissions and Requirements for 2026/2027

➡️ Related: Complete Guide to Postgraduate Studies at UEW

From Ghana to China in Search of Further Education

Bredu’s trip illustrates the growing number of Ghanaian graduates seeking postgraduate education outside the country.

For many graduates, international study represents an opportunity to gain advanced academic training, develop international networks and acquire specialised skills.

Bredu’s reported scholarship opportunities in the United States and China also point to the academic promise she had demonstrated before her death.

Her journey, however, ended before she could begin the master’s programme she had travelled to China to pursue.

Former Colleagues Mourn Her Death

The sudden nature of the death has reportedly shocked Bredu’s former classmates, friends and members of the ASSENS community.

She left Ghana on August 24 expecting to begin a new academic chapter. By August 26, news of her death had reached those who knew her.

The short period between her departure and death has made the loss particularly difficult for those who had expected to follow her academic progress abroad.

MyJoyOnline reported that her death had triggered sadness among former colleagues and friends in Ghana.

Questions Surrounding Her Death

At present, public reports provide information about the sequence of events but do not establish a definitive medical explanation for Bredu’s death.

It is therefore important to avoid speculation.

The confirmed account available to EducateGhana.com is that she reportedly experienced heart pain during the journey, collapsed after arriving in China, was taken to hospital and subsequently died on August 26.

Any conclusion about the precise cause of death should await information from the relevant medical, family or Chinese authorities.

A Reminder About the Fragility of Academic Dreams

For Bredu, the journey to China represented years of education and preparation.

A master’s programme was supposed to open another chapter in her academic and professional life. Instead, her journey ended before the programme could begin.

Her story is a painful reminder of how suddenly circumstances can change, particularly when students travel thousands of kilometres away from their families to pursue education.

For Gh

anaian families sending their children abroad, the incident also underscores the importance of having emergency contacts, appropriate travel insurance where possible, accessible medical information and clear communication arrangements when students travel internationally.

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NSMQ 2026 Top 30 Runners-Up Ranking: Schools Fighting for Wildcard Slots

EducateGhana.com’s Editorial Note

The death of a young graduate while travelling abroad is deeply distressing. However, responsible reporting requires that the circumstances surrounding the death be separated from speculation.

EducateGhana.com will therefore refrain from stating an unconfirmed cause of death or attributing the incident to a specific medical condition unless credible authorities provide such information.

Our condolences go to Mercy Yaaba Bredu’s family, former classmates, friends, colleagues and the wider University of Education, Winneba community.

May her memory remain a blessing to all who knew her.

Sources and APA 7 References

MyJoyOnline. (2026, August 26). Ghanaian woman dies in China after collapsing at airport on journey to pursue Master’s Degree.

University of Education, Winneba. (2026). University of Education, Winneba.

Suggested APA citation for this EducateGhana.com article

Ellis, F. (2026, August 26). Former UEW student Mercy Yaaba Bredu dies in China after collapsing at airport on arrival for master’s programme. EducateGhana.com.

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BREAKING: Anlo SHS and Kumasi High Walk Off NSMQ 2026 Stage as Augusco Advances After Disputed Ruling

Ferdinand Ellis

August 27, 2026

BREAKING: Anlo SHS and Kumasi High Walk Off NSMQ 2026 Stage as Augusco Advances After Disputed Ruling

Anlo SHS and Kumasi High School walk off the NSMQ 2026 One-Eighth Stage after a disputed scoring ruling, leaving Augusco to advance to the quarter-finals.

By Ferdinand Ellis | EducateGhana.com
Published: August 26, 2026 | Updated: August 26, 2026

Article Information	Details
Category	News
Hub	NSMQ 2026
Article Type	Breaking News / Education News
Event	NSMQ 2026 One-Eighth Stage
Venue	CNC Auditorium
Schools	St. Augustine’s College, Anlo SHS, Kumasi High School
Status	St. Augustine’s College advances to quarter-finals

Fact Check & Editorial Review

Fact Check Status: Confirmed by multiple reports

EducateGhana.com has reviewed reports on the dramatic NSMQ 2026 One-Eighth Stage contest involving St. Augustine’s College, Anlo SHS and Kumasi High School. The reported walkout occurred during the final stage of the contest after a dispute over scoring decisions.

The controversy centred on a protest by St. Augustine’s College concerning an answer on the meninges, followed by an additional adjustment to its Problem of the Day score. Multiple reports indicate that Anlo SHS subsequently protested the ruling before walking off the stage. Kumasi High School later followed, leaving only St. Augustine’s College on stage.

EducateGhana.com distinguishes between reported facts, the schools’ positions and the editorial interpretation of the incident. The reasons attributed to the schools are reported as part of the accounts of the contest and should not be treated as a final determination on whether the NSMQ rules were breached.

Key Takeaways

Anlo SHS walked off the stage during the final round of its NSMQ 2026 One-Eighth Stage contest.
Kumasi High School also left the stage, leaving St. Augustine’s College as the only remaining team.
The dispute followed a scoring adjustment awarded to Augusco after a protest concerning a Round One question on the meninges.
Augusco’s score was also increased from 2/10 to 3/10 in the Problem of the Day following an identified oversight involving answer options.
By the end of Round Four, Augusco had 39 points, Anlo SHS 34 and Kumasi High School 27 according to MyJoyOnline’s account.
The final Riddle round did not proceed with all three schools.
St. Augustine’s College was declared the winner and advances to the NSMQ 2026 quarter-finals.
The incident has raised questions about protest procedures, timing of score reviews and the management of disputed rulings in high-stakes academic competitions.

What Happened at the NSMQ 2026 CNC Auditorium?

A dramatic scene unfolded at the CNC Auditorium on Wednesday, August 26, 2026, when Anlo Senior High School and Kumasi High School walked off the stage during their One-Eighth Stage contest against St. Augustine’s College.

The contest was one of the scheduled One-Eighth Stage fixtures of the 2026 National Science & Maths Quiz. The official NSMQ fixture listed St. Augustine’s College, Anlo SHS and Kumasi High School together in Contest 9 at the CNC Auditorium.

What had begun as a closely fought academic contest turned into one of the most dramatic moments of the 2026 NSMQ.

The immediate source of tension was a scoring decision involving an answer provided by St. Augustine’s College during Round One.

NSMQ 2026 Greater Accra Regional Qualifiers Results: Qualified Schools, Scores and Highlights

NSMQ 2026 Western Regional Qualifiers Results: Qualified Schools, Scores and Highlights

NSMQ 2026 National Championship: Complete Guide to Fixtures, Qualified Schools, Schedule, Results, Venue and Live Updates

The Meninges Question That Started the Dispute

During the opening round, St. Augustine’s College answered a question concerning the outer layer or protective coverings of the brain.

The response became the subject of a protest after it was initially treated as incorrect.

At the time, Augusco and Kumasi High School were reportedly tied on 20 points, while Anlo SHS had 17 points.

According to reports, the matter could not immediately be resolved because organisers were initially unable to reach the relevant consultant.

The contest therefore continued.

When the consultant was eventually reached, the ruling reportedly favoured St. Augustine’s College. The school was awarded one partial mark because part of its answer was considered correct.

This decision became a major source of disagreement during the contest.

Why did the answer become controversial?

The distinction between meninges and dura mater became central to the disagreement.

The meninges are the protective membranes surrounding the brain and spinal cord. The dura mater is the outermost of those membranes.

Reports indicate that Anlo SHS considered its own answer more precise in relation to the wording of the question and questioned why the earlier decision concerning Augusco’s answer was subsequently altered.

The controversy therefore extended beyond the mark itself to the timing and handling of the protest.

A Second Score Adjustment Increased the Tension

The meninges decision was not the only scoring adjustment affecting Augusco.

The Quiz Mistress also announced an adjustment concerning the Problem of the Day.

St. Augustine’s College had initially been awarded 2/10, but an oversight involving answer options B and C resulted in the school receiving an additional mark, taking its score to 3/10.

Anlo SHS remained on 2/10, while Kumasi High School recorded 1/10 in the round.

The two score adjustments gave Augusco a stronger position as the contest progressed.

This was particularly significant because the three schools had remained relatively close during the early stages.

How the Scores Developed

The contest remained competitive despite the controversy.

By Round Four, St. Augustine’s College had opened a five-point advantage over Anlo SHS.

According to reports, the scores stood at:

School	End of Round Four
St. Augustine’s College	39 points
Anlo SHS	34 points
Kumasi High School	27 points

The final Riddle round therefore had the potential to change the outcome.

Instead, the contest took an unexpected turn.

NSMQ 2026 Ashanti Regional Qualifiers Results: Qualified Schools, Scores and Highlights

NSMQ 2026 Past Winners List: Complete History of National Science & Maths Quiz Champions (1993–2026)Anlo SHS Walks Off the Stage

As the competition prepared to enter the final Riddles round, the disagreement over the earlier ruling reached a critical point.

Anlo SHS contestants left the stage, with reports indicating that the team was protesting the scoring decisions and what it considered an unfair advantage created by the adjustments awarded to St. Augustine’s College.

The walkout meant that Anlo SHS would not participate in the final round.

The development stunned the auditorium because the contest had been heading towards a potentially decisive final round.

Kumasi High School Also Leaves

Kumasi High School subsequently followed Anlo SHS out of the contest.

This left St. Augustine’s College as the only team remaining on stage.

With the other two schools no longer participating, the Quiz Mistress eventually declared Augusco the winner.

The result means St. Augustine’s College has secured a place in the quarter-finals of the 2026 National Science & Maths Quiz.

AUGUSCO Advances Without the Final Riddles Battle

The extraordinary ending means the expected three-way battle in the Riddle round did not take place.

St. Augustine’s College therefore secured its quarter-final qualification after its two opponents withdrew from the stage.

The development has already generated considerable discussion about the handling of protests in the NSMQ and whether disputed decisions should be reviewed at a particular stage of the contest or after the affected round.

Those questions are especially important because the NSMQ operates under competition rules designed to provide a structured process for challenging decisions.

At present, however, the available reports establish what happened during this particular contest more clearly than they establish whether any procedural rule was violated.

Why the Incident Matters for the NSMQ

The National Science & Maths Quiz has become one of Ghana’s most prominent academic competitions, with participating schools, teachers, students and supporters investing considerable preparation in each contest.

Consequently, scoring decisions can have significant consequences.

A single mark can affect the order of teams, the allocation of bonus opportunities and, ultimately, qualification for the next stage.

The Anlo SHS and Kumasi High School walkout therefore raises broader questions about:

How protests should be handled during live contests
When a disputed answer can be reviewed
How late score adjustments should be communicated
Whether all competing teams should have an opportunity to respond to a disputed ruling
How organisers can maintain confidence in the integrity of contest decisions

These issues are likely to remain subjects of discussion among NSMQ supporters following the dramatic conclusion.

Anlo SHS Had Earlier Impressed at the 2026 NSMQ

The development is particularly notable because Anlo SHS had already demonstrated considerable strength in the 2026 competition.

During the national preliminary stage, Anlo SHS emerged as one of the schools to secure a place in the One-Eighth Stage.

Earlier in the regional qualifiers, the school also produced a strong performance, defeating Dzodze-Penyi SHS and Tsito SHTS with 65 points to secure its place at the national championship.

At the preliminary stage, Anlo SHS also challenged Holy Child School strongly, finishing with 52 points against Holy Child’s 67 in a contest that featured two perfect 10/10 performances in the Problem of the Day and a flawless True or False round from Anlo.

Its withdrawal from the One-Eighth Stage therefore brings an abrupt end to its 2026 campaign.

What Happens to Anlo SHS and Kumasi High School?

Based on the reported outcome of the contest, St. Augustine’s College advances to the quarter-finals.

The immediate status of Anlo SHS and Kumasi High School is that they did not complete the contest after leaving the stage.

Any further administrative decision concerning the incident would have to come from the NSMQ organisers.

EducateGhana.com will update this report if Primetime, the NSMQ organisers, Anlo SHS, Kumasi High School or St. Augustine’s College issues an official statement concerning the controversy.

Editorial Perspective

The incident should be examined carefully.

Academic competitions depend heavily on confidence in the fairness of the adjudication process. Contestants must be able to challenge a decision when they believe an error has occurred, while organisers must also have mechanisms for correcting genuine mistakes.

The difficult question is how those two principles should operate simultaneously during a live contest.

The 2026 NSMQ incident demonstrates why transparent protest procedures matter. Where a ruling is changed after a contest has progressed through subsequent rounds, organisers may need to communicate clearly why the review was permitted, what rule authorised it and how the decision affects all competing teams.

That explanation is important not only for the schools involved but also for the thousands of students, teachers, parents and supporters who follow the competition.

For now, the official result is clear: St. Augustine’s College has advanced to the quarter-finals after Anlo SHS and Kumasi High School left the stage.

The circumstances surrounding the walkout, however, deserve careful examination.

Related NSMQ 2026 Coverage

➡️ Related: [NSMQ 2026 One-Eighth Stage Fixtures and Complete Schedule]

➡️ Related: [NSMQ 2026 Preliminary Contest Results and Qualified Schools]

➡️ Related: [Anlo SHS Qualifies for NSMQ 2026 National Championship]

➡️ Related: [Complete NSMQ 2026 Guide: Dates, Venues, Schools and Results]

Source Note

This report draws on the official NSMQ fixture information and contemporary reports from MyJoyOnline and other reports covering the contest. The official NSMQ platform confirms the St. Augustine’s College, Anlo SHS and Kumasi High School One-Eighth Stage fixture at the CNC Auditorium.

Suggested APA reference for the article:

Ellis, F. (2026, August 26). Anlo SHS and Kumasi High walk off NSMQ 2026 stage as Augusco advances after disputed ruling. EducateGhana.com.

Key source references

MyJoyOnline.com (2026, August 26). NSMQ 2026: Augusco declared winners, book quarter-final spot after Anlo, Kumasi High walk-off.

National Science & Maths Quiz. (2026, August 26). NSMQ 2026: One-eighth stage fixtures.

Update, August 28, 2026: Primetime Limited has subsequently issued an official decision withdrawing Anlo SHS and Kumasi High School from Contest 9 and declaring St. Augustine’s College the winner.

Ghana’s Most Authentic Education News Platform

BREAKING: Anlo SHS Walks Off NSMQ 2026 Stage Amid Protest at CNC Auditorium

Ferdinand Ellis

August 27, 2026

Anlo SHS and Kumasi High School walk off the NSMQ 2026 stage during a dramatic One-Eighth contest against St. Augustine’s College.

By Ferdinand Ellis | EducateGhana.com
Published: August 26, 2026

Article Information

Article Information	Details
Category	News
Hub	Exams & Competitions
Cluster	NSMQ 2026
Article Type	Breaking News
Event	NSMQ 2026 One-Eighth Stage
Venue	CNC Auditorium
Schools involved	St. Augustine’s College, Anlo SHS, Kumasi High School
Status	Contest concluded after two schools walked off stage

Fact Check & Editorial Review

Status: Verified with multiple reports.

Reports from the ongoing 2026 National Science and Maths Quiz (NSMQ) One-Eighth Stage confirm that Anlo SHS and Kumasi High School left the stage during their contest against St. Augustine’s College following disagreement over marks awarded to Augusco.

The contest had reached the fourth round when the two schools walked off the stage. Reports indicate that the dispute centred on additional marks awarded to St. Augustine’s College following a protest concerning an answer about the meninges and an adjustment involving the Problem of the Day.

EducateGhana.com will distinguish between confirmed developments and allegations concerning the conduct of participants or organisers. The reasons attributed to the schools’ protest are based on available reports and should not be treated as a final finding on whether the judging decisions were correct.

Key Takeaways

Anlo SHS walked off the NSMQ stage during its One-Eighth Stage contest on Wednesday, August 26.
Kumasi High School subsequently also left the stage.
The schools were contesting marking decisions that gave St. Augustine’s College additional points.
The controversy followed a protest over an answer concerning the meninges and a separate adjustment involving the Problem of the Day.
The contest ended without the scheduled final Riddles round.
St. Augustine’s College was declared the winner and advanced to the quarter-finals.

Introduction

A dramatic scene unfolded at the CNC Auditorium during the 2026 National Science and Maths Quiz One-Eighth Stage as Anlo Senior High School and Kumasi High School walked off the stage during their contest against St. Augustine’s College.

The development followed a dispute over marking decisions that had altered the scores during the contest.

The contest had initially remained closely contested, with all three schools within a few points of one another. JoyNews reported that St. Augustine’s College had 22 points after Round Two, followed by Anlo SHS on 20 and Kumasi High School on 19.

The tension intensified after additional points were awarded to Augusco.

What Happened During the Contest?

The controversy began after St. Augustine’s College raised a protest over an answer concerning the meninges.

According to reports, the protest could not immediately be resolved because organisers were initially unable to reach the consultant. The contest therefore continued while the protest remained outstanding.

When the consultant was eventually reached, the decision was that St. Augustine’s College deserved a partial mark because part of its response was considered correct.

The decision awarded Augusco an additional point.

A further adjustment was subsequently made in relation to the Problem of the Day, where an oversight involving options B and C resulted in another point being added to St. Augustine’s College.

These adjustments changed the competitive balance.

By the end of Round Three, St. Augustine’s College had 24 points, Anlo SHS had 22 and Kumasi High School had 20.

➡ Related: NSMQ 2026 One-Eighth Stage: Complete List of Schools and Contests
➡ Related: NSMQ 2026: Preliminary Results, Qualifiers and Next Stage

Anlo SHS and Kumasi High Leave the Stage

The contest continued into Round Four, with St. Augustine’s College extending its lead.

At the end of the round, Augusco had 39 points, while Anlo SHS had 34 and Kumasi High School had 27.

However, the contest did not proceed to the scheduled final Riddles round.

Anlo SHS walked off the stage in protest over what it considered an unfair advantage created by the additional marks awarded to St. Augustine’s College.

Kumasi High School subsequently followed.

The walk-off brought the contest to an extraordinary conclusion.

➡ Related: NSMQ 2026: How the One-Eighth Stage Works
➡ Related: NSMQ 2026: Schools Fighting for Quarter-Final Places

St. Augustine’s College Declared Winner

With Anlo SHS and Kumasi High School no longer on the stage, the Quiz Mistress eventually declared St. Augustine’s College the winner.

The result means Augusco advances to the quarter-final stage of the 2026 NSMQ.

The development is particularly significant because St. Augustine’s College entered the contest with considerable expectations after finishing as runner-up in the 2024 and 2025 Grand Finales. The official NSMQ platform had identified Anlo SHS and Kumasi High School as its One-Eighth Stage opponents ahead of the contest.

Why the Dispute Matters

The incident raises important questions about how protests and disputed answers are handled during a live academic competition.

In a contest where individual points can determine qualification, even a single mark can substantially alter the outcome.

The situation also highlights the importance of having clear procedures for resolving protests before the contest proceeds too far.

At the same time, the available reports do not establish that the additional marks awarded to St. Augustine’s College were improperly granted. The reports indicate that the consultant reviewed the disputed response and authorised the adjustments.

The concerns raised by Anlo SHS and Kumasi High School therefore remain part of the controversy surrounding the contest rather than an established finding of wrongdoing.

What Happens Next?

The immediate outcome is that St. Augustine’s College moves into the quarter-finals.

The incident is also likely to generate considerable discussion among students, teachers, school authorities and NSMQ followers about judging, protest procedures and the handling of disputed marks.

The 2026 One-Eighth Stage features 81 schools competing for 27 quarter-final places. The official NSMQ platform announced that the stage would run from August 26 to August 28.

Frequently Asked Questions

Did Anlo SHS walk off the NSMQ stage?

Yes. Reports confirm that Anlo SHS left the stage during its One-Eighth Stage contest against St. Augustine’s College and Kumasi High School. Kumasi High School subsequently also walked off.

Why did Anlo SHS leave the stage?

The walk-off followed disagreement over marking decisions that resulted in additional points being awarded to St. Augustine’s College.

Was St. Augustine’s College declared the winner?

Yes. After Anlo SHS and Kumasi High School left the stage, St. Augustine’s College was declared the winner and advanced to the quarter-finals.

Was the final Riddles round played?

No. The contest ended before the scheduled final Riddles round because the two competing schools had left the stage.

Conclusion

The Anlo SHS and Kumasi High School walk-off has become one of the most dramatic moments of the 2026 NSMQ One-Eighth Stage.

The controversy centres on marking decisions and the additional points awarded to St. Augustine’s College. While the two schools challenged the outcome strongly enough to leave the stage, available reports indicate that the adjustments were made following consultation with the relevant quiz consultant.

For now, St. Augustine’s College has secured the quarter-final ticket.

The wider question will be whether the organisers provide further clarification on the disputed decisions and the circumstances surrounding the walk-off.

EducateGhana.com will continue to follow developments surrounding the 2026 NSMQ.

About the Author

Ferdinand Ellis is an education researcher, lecturer, curriculum specialist, education policy analyst and founder of EducateGhana.com. His work focuses on Ghanaian education policy, teacher education, curriculum, examinations, educational institutions and developments affecting learners and educators.

Suggested citation:
Ellis, F. (2026, August 26). Anlo SHS walks off NSMQ 2026 stage amid protest at CNC Auditorium. EducateGhana.com.

Sources

MyJoyOnline reported the contest developments, including the disputed marks, the walk-off by Anlo SHS and Kumasi High School, and the declaration of St. Augustine’s College as winner.

The official NSMQ platform provides the 2026 One-Eighth Stage context and identifies St. Augustine’s College, Anlo SHS and Kumasi High School as participants in the contest.

JoyNews updates provide contemporaneous scores from the contest as it progressed through the rounds.

Teaching and Learning Resources for Ghanaian Teachers: Complete Guide

Ferdinand Ellis

August 26, 2026

Teaching and Learning Resources for Ghanaian Teachers: Complete Guide — Teaching and learning resources help Ghanaian teachers connect curriculum content with meaningful classroom activities.

Teaching and learning resources help Ghanaian teachers translate curriculum objectives into meaningful classroom experiences. This complete guide explains the major types of teaching and learning resources, how teachers can select, create and use them effectively, and where to find approved curriculum and instructional materials in Ghana.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026

Article Information Box

Article Information	Details
Article Type	Evergreen Education Guide
Category	Learn
Hub	Teaching and Learning Resources
Cluster	Teacher Education and Training
Primary Audience	Teachers and Educators
Coverage	Ghana
Focus	Teaching and Learning Resources
Last Updated	August 2026

Fact Check & Editorial Review

Editorial Status	Details
Fact Checked	✔ Verified against official education sources
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026
Primary Sources	GES, NaCCA and Ministry of Education resources

Introduction

Teaching and learning resources are an essential part of effective classroom practice in Ghana. They help teachers present concepts clearly, provide learners with opportunities to interact with content, and connect abstract ideas with practical experiences.

The quality of teaching does not depend solely on the availability of expensive equipment. A well-selected textbook, chart, specimen, locally produced model, picture, map, worksheet, digital presentation or real-life object can support learning when it is properly connected to the lesson objectives.

Ghana’s curriculum framework places considerable emphasis on learner-centred teaching, competencies, assessment and meaningful engagement with subject content. The National Council for Curriculum and Assessment (NaCCA) provides curriculum materials, teacher manuals, resource packs and approved instructional materials intended to support classroom implementation.

The Ghana Education Service (GES) also maintains dedicated sections for curriculum materials, teacher resources, policies, guidelines and downloads. These official resources provide teachers with useful materials for planning and classroom practice.

This guide explains the main teaching and learning resources available to Ghanaian teachers, how to select appropriate materials, how to use low-cost and locally available resources, and how digital tools can complement conventional classroom materials.

Key Takeaways

Teaching and learning resources support teachers in explaining concepts and engaging learners.
Resources should be selected according to curriculum objectives, learner needs and lesson activities.
Textbooks, teacher manuals, charts, models, specimens, worksheets and real objects remain important classroom resources.
Digital resources can complement physical teaching and learning materials where appropriate infrastructure is available.
NaCCA provides curriculum materials, teacher manuals, resource packs and information on approved instructional materials.
GES provides curriculum materials, teacher resources, policies and downloadable education resources.
Teachers can create effective low-cost teaching materials using locally available objects.
Good resource selection should consider accuracy, relevance, accessibility, inclusiveness, durability and cost.
Teaching resources should support learning rather than become a distraction from the lesson objective.

What Are Teaching and Learning Resources?

Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and learning. They may be physical, printed, digital, human or environmental.

A teaching resource can help the teacher introduce a topic, explain a difficult concept, demonstrate a process, organize learner activities, assess understanding or provide opportunities for independent learning.

In the Ghanaian context, teaching and learning resources should be linked to the curriculum. NaCCA’s curriculum materials identify expected learning outcomes, content, approaches to teaching and assessment. Its teacher resource materials are designed to help teachers understand curriculum requirements and translate them into classroom practice.

Teaching and learning resources therefore should not be viewed simply as classroom decorations. Their value lies in how effectively they help learners achieve intended learning outcomes.

For example, a teacher teaching fractions may use bottle tops, paper strips or pieces of fruit to demonstrate parts of a whole. A science teacher may use locally available materials to demonstrate filtration or changes in matter. A geography teacher may use a map, photographs or locally relevant environmental features to explain geographical concepts.

➡ Related: [Classroom Management Strategies for Teachers in Ghana]

Types of Teaching and Learning Resources in Ghana

Teaching and learning resources can be grouped into several broad categories. The categories often overlap because one resource can serve several purposes.

1. Printed Resources

Printed materials remain among the most widely used resources in Ghanaian classrooms.

They include textbooks, teacher guides, workbooks, exercise books, worksheets, handouts, newspapers, magazines, maps, atlases, dictionaries and reference books.

Textbooks provide structured content and can help learners consolidate concepts introduced during lessons. Teachers, however, should avoid treating textbooks as substitutes for the curriculum. A textbook is useful when its content and activities support the intended curriculum outcomes.

2. Visual Resources

Visual resources help learners understand information through images and representations.

Examples include charts, diagrams, photographs, posters, drawings, flashcards, maps, graphs, timelines and illustrations.

Visual materials are particularly useful when teaching concepts that are difficult to observe directly. They can also support learners who benefit from visual representation of information.

3. Audio Resources

Audio resources include recorded speeches, songs, pronunciation recordings, interviews, radio programmes, podcasts and other sound-based materials.

They can be particularly useful in language teaching, music education, social studies and lessons involving oral communication.

4. Audio-Visual Resources

Audio-visual resources combine sound and visual information.

Examples include educational videos, documentaries, animations, recorded demonstrations and teacher-created instructional videos.

When carefully selected, such resources can provide learners with experiences that may be difficult to reproduce physically in the classroom.

5. Real Objects and Specimens

Real objects can provide direct learning experiences.

A science teacher may use leaves, seeds, rocks, soil samples or laboratory specimens. A mathematics teacher may use everyday objects to explain measurement, shape, volume or quantity. An agricultural science teacher may use farm tools or crops.

These resources are particularly valuable because they connect classroom learning with the learner’s environment.

6. Models and Manipulatives

Models represent objects, systems or processes.

Examples include globes, anatomical models, geometric solids, molecular models, maps, circuit models and teacher-made representations.

Manipulatives are objects learners can physically handle while learning.

7. Digital Resources

Digital resources include computers, tablets, smartphones, projectors, educational applications, digital textbooks, online databases, simulations, interactive presentations and educational websites.

Digital resources should be used purposefully. Access to technology alone does not guarantee effective learning.

8. Human Resources

People can also serve as learning resources.

Teachers, resource persons, professionals, artisans, community leaders, parents and other members of society can provide knowledge and practical experience.

For example, a carpenter can help learners understand woodworking, a nurse can discuss health education, and an entrepreneur can explain aspects of business practice.

9. Environmental Resources

The school and surrounding community can function as a learning resource.

School gardens, markets, rivers, farms, historical sites, workshops, public institutions and community businesses can provide opportunities for experiential learning.

Curriculum-Based Teaching and Learning Resources

Teaching resources should begin with the curriculum rather than with the resource itself.

NaCCA is mandated to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. Its official platform provides curriculum materials, assessment information, approved learning materials and teacher support resources.

The curriculum provides teachers with the framework for determining what learners should know, understand and be able to demonstrate. Resources should therefore be selected to support those expectations.

NaCCA’s teacher resource materials, for example, provide guidance on curriculum content, pedagogy, assessment, lesson planning and the use of resources. The Primary Teacher Resource Pack is specifically designed to support teachers in preparing schemes of learning and lesson plans and in teaching and assessing learners.

A teacher should therefore ask several questions before selecting a resource:

What is the learning objective?
What concept or skill am I teaching?
What difficulty might learners experience?
Which resource can make the concept clearer?
Can learners interact with the resource?
Is the resource appropriate for the learners’ age and ability?
Can the resource be accessed safely and affordably?
How will I assess learning after using it?

This approach prevents resources from becoming an end in themselves.

➡ Related: [Curriculum and Assessment in Ghana: Complete Guide]

➡ Related: [Common Core Programme in Ghana: Complete Guide]

Teaching and Learning Resources by Subject

Different subjects require different combinations of resources. Teachers should therefore avoid assuming that one type of resource is appropriate for every subject.

English Language

English Language teachers may use textbooks, storybooks, newspapers, flashcards, word cards, audio recordings, pictures, comprehension passages and digital resources.

Teachers can also use classroom conversations, debates, role play and storytelling as learning resources and activities.

Mathematics

Mathematics teachers can use number cards, counters, bottle tops, rulers, measuring instruments, geometric shapes, graphs, charts and locally produced manipulatives.

Everyday objects can make abstract mathematical concepts more understandable.

Science

Science teaching benefits from specimens, laboratory equipment, models, diagrams, charts, photographs, videos and locally available materials.

Where laboratory equipment is limited, teachers can use safe and appropriate locally available materials to demonstrate selected concepts.

Social Studies

Maps, photographs, newspapers, timelines, historical documents, charts, community visits and interviews can support Social Studies.

Local examples are particularly useful because they help learners connect national and global issues with their own communities.

ICT and Computing

Computers, tablets, projectors, internet resources, software applications and simulations may support ICT and computing lessons.

Teachers should also recognize that unplugged activities can be useful when computers or reliable internet access are unavailable.

Creative Arts

Creative Arts teachers may use drawing materials, musical instruments, craft materials, photographs, artworks, locally available materials and examples from Ghanaian cultural traditions.

Religious and Moral Education

Stories, texts, photographs, role play, discussions and community experiences can support teaching and learning.

Agricultural Science

Seeds, crops, farm tools, soil samples, livestock-related materials, diagrams, school gardens and farm visits can provide practical learning experiences.

Official Teaching Resources for Ghanaian Teachers

Teachers should give priority to credible and curriculum-aligned sources when searching for instructional materials.

The Ghana Education Service maintains a resource section containing curriculum materials, teacher resources, policies, guidelines and downloadable documents. Its Teachers’ Corner also identifies curriculum materials and teacher resources as key categories of support.

Ghana Education Service Teacher Resources

NaCCA also provides curriculum resources, approved learning materials, teacher manuals, resource packs and other instructional support materials. The Council explains that approved instructional materials are reviewed against curriculum standards and considerations such as relevance, quality and age appropriateness.

NaCCA Official Website and Curriculum Resources

Teachers should also check their school’s approved resources, departmental materials, subject associations and official education notices when selecting materials.

Online materials from unknown sources should be checked carefully before classroom use.

➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]

How to Choose Effective Teaching and Learning Resources

The best resource is not necessarily the most expensive one. It is the resource that helps learners achieve the intended objective effectively.

Relevance

The resource should directly support the lesson objective and curriculum content.

Accuracy

Information presented through a resource should be factually correct. Teachers should be particularly careful when using online materials.

Age Appropriateness

Resources should match learners’ developmental level, language ability and prior knowledge.

Accessibility

Teachers should consider whether all learners can see, hear, handle or otherwise access the resource.

Inclusiveness

Resources should avoid unnecessary stereotypes and should accommodate learners with different needs.

Practicality

The resource should be manageable within the available classroom time, space and facilities.

Cost

Teachers should consider whether the educational benefit justifies the cost.

Durability

Frequently used resources should be sufficiently durable to withstand repeated classroom use.

Safety

Science equipment, tools and physical materials must be selected and used with appropriate safety precautions.

Cultural Relevance

Resources should reflect the learners’ social and cultural context where appropriate.

Learner Participation

Where possible, learners should interact with resources instead of simply watching the teacher use them.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

Low-Cost Teaching and Learning Resources

Limited financial resources should not prevent teachers from developing useful instructional materials.

Teachers can produce many resources from inexpensive or discarded materials.

Bottle tops can be used for counting and grouping activities. Cardboard can become flashcards, charts or geometric shapes. Newspapers can support language activities and current affairs discussions. Empty containers can demonstrate measurement, volume and classification.

Local plants, leaves, seeds, stones and other safe natural materials can support selected science and agricultural lessons.

Teachers can also encourage learners to participate in producing learning materials. This can make resource development part of the learning process.

For example, learners studying geometric shapes can construct models from cardboard. Learners studying the environment can create posters showing waste management practices. Learners studying entrepreneurship can design simple product labels or business documents.

The important consideration is whether the material contributes meaningfully to the intended learning outcome.

➡ Related: [Classroom Management Strategies for Teachers in Ghana]

Low-Cost Teaching and Learning Resources

Digital Teaching and Learning Resources

Digital technology has expanded the range of resources available to teachers.

Computers, smartphones, tablets, projectors, digital presentations, educational videos, online libraries, simulations and interactive applications can support classroom teaching.

However, digital resources should be introduced according to educational purpose. A video, for example, should have a clear relationship with the lesson. Teachers can pause it for discussion, ask learners to identify key ideas, provide questions to guide viewing or use it as the basis for assessment.

Teachers should also consider connectivity, electricity, device availability, data costs and digital literacy.

Digital inclusion requires alternatives for learners who cannot access a particular technology outside school.

NaCCA’s curriculum resources recognize ICT as one of the tools that can support teaching and learning, while its curriculum framework emphasizes learner engagement, competencies and the development of digital literacy.

➡ Related: [AI and Digital Education in Ghana: Complete Guide]

How Teachers Can Create Their Own Resources

Teachers should develop the capacity to create resources when suitable materials are unavailable.

The process can begin with the curriculum objective. The teacher then identifies the concept that learners are expected to understand and determines which representation would make that concept clearer.

The teacher can then select locally available materials and design a simple resource.

For example, a teacher teaching place value can create a number board from cardboard. A science teacher can prepare labelled specimens. A language teacher can create vocabulary cards. A Social Studies teacher can construct a local community map.

Teacher-created materials can also be adapted to the specific needs of a class.

NaCCA’s teacher resource materials provide guidance on lesson planning, pedagogy, assessment and the identification and use of resources.

Resource creation can therefore become part of professional practice rather than an emergency response to a lack of textbooks or equipment.

➡ Related: [Action Research in Education: Complete Guide]

Using Teaching Resources Effectively During a Lesson

Having a resource does not automatically make a lesson effective. The teacher must integrate it into the instructional process.

Before the Lesson

The teacher should identify the purpose of the resource and prepare it before learners enter the classroom.

The teacher should also test digital equipment and organize physical materials.

During Introduction

A resource can be used to stimulate curiosity or activate prior knowledge.

A photograph, real object, question, short recording or demonstration may provide an effective starting point.

During Lesson Development

The teacher should connect the resource directly to the content being taught.

Learners should have opportunities to observe, manipulate, discuss, compare, classify, explain or create.

During Assessment

The resource can also be used to assess understanding.

For example, learners can identify parts of a diagram, interpret a graph, explain a model, classify objects or solve a problem using manipulatives.

After the Lesson

The teacher should evaluate whether the resource actually helped learners achieve the objective.

If it did not, the teacher should consider modifying the resource or changing how it is used.

➡ Related: [Curriculum and Assessment in Ghana: Complete Guide]

➡ Related: [How to Become a Professional Teacher in Ghana]

Teaching Resources and Inclusive Classrooms

Effective resources should support participation by all learners.

A teacher should consider learners with visual, hearing, physical, cognitive or other learning needs when selecting materials.

For learners with visual difficulties, teachers may consider larger print, tactile materials, audio resources or other appropriate adaptations.

For learners with hearing difficulties, teachers can make greater use of visual information, written instructions and appropriate communication strategies.

Teachers should also avoid using resources that unnecessarily exclude learners because of language, gender, disability, economic background or cultural representation.

NaCCA’s curriculum work includes inclusive and gender-responsive approaches, while current curriculum development continues to address inclusive education needs.

The objective is to ensure that resources help learners participate meaningfully in classroom activities.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

Managing Teaching and Learning Resources in Schools

Schools need systems for storing, maintaining and sharing teaching resources.

Departments can maintain inventories showing the available resources, their condition and their location.

Frequently used materials should be stored in places where teachers can access them without unnecessary delays.

Schools can establish resource corners, subject resource rooms, libraries, laboratories and digital learning spaces according to available facilities.

Teachers should also return resources after use and report damaged equipment.

School leaders can support resource management by involving teachers in identifying priorities and budgeting for essential instructional materials.

The GES resource system itself demonstrates the importance of organizing curriculum materials, teacher resources, policies and downloads into accessible categories.

➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]

Common Problems Affecting Teaching and Learning Resources in Ghana

Teachers may face several challenges when using teaching and learning resources.

These include inadequate textbooks, limited laboratory equipment, insufficient digital devices, unreliable electricity, internet access problems, high data costs, inadequate storage facilities and limited teacher training in the use of certain technologies.

There may also be differences between schools in the availability of resources.

Another challenge is inappropriate use. A teacher may have access to a projector or digital device but use it only to display text that could have been written on the board.

Teacher professional development is therefore important. Teachers need opportunities to learn how to select, design, adapt and evaluate instructional resources.

The availability of resources should be considered alongside teacher competence, school leadership, infrastructure and curriculum implementation.

➡ Related: [Supported Teaching in School in Ghana: Complete Guide]

EducateGhana Analysis

Educational Significance

Teaching and learning resources provide a bridge between curriculum intentions and classroom experience. A curriculum may identify competencies and learning outcomes, but teachers need practical means of helping learners engage with them.

The value of a resource is therefore determined by its educational purpose and use.

A locally produced model may be more useful for a particular lesson than an expensive digital resource. Similarly, a real object may provide a stronger learning experience than a photograph where direct observation is possible.

Effective resource use should consequently be treated as part of pedagogy.

Policy Implications

Education policy should address resource availability alongside teacher preparation and curriculum implementation.

Providing materials without ensuring that teachers know how to use them may limit their impact.

Policy implementation should therefore consider procurement, distribution, teacher training, maintenance, monitoring and evaluation.

The work of NaCCA in curriculum development and instructional material approval, together with the GES role in implementing pre-tertiary education policy, demonstrates the importance of connecting curriculum standards with classroom support.

Implementation Considerations

Schools can improve resource use by conducting regular resource audits.

Teachers can identify essential resources, develop low-cost alternatives, share departmental materials and use community resources where appropriate.

Professional Learning Communities can also provide opportunities for teachers to exchange ideas about lesson planning and instructional materials.

NaCCA’s teacher resource materials explicitly include guidance relating to lesson planning, pedagogy, assessment, resource identification and professional learning approaches.

Future Outlook

The future of teaching and learning resources in Ghana is likely to involve a combination of physical, locally produced and digital resources.

Digital technology can expand access to educational content, but physical resources and teacher-created materials will remain important, particularly where connectivity and device access are limited.

The strongest approach is therefore likely to be a blended resource system in which teachers select materials according to curriculum objectives, learner needs and local circumstances.

➡ Related: [AI and Digital Education in Ghana: Complete Guide]

Why You Can Trust This Information

This article draws primarily on official education resources from the Ghana Education Service and the National Council for Curriculum and Assessment.

GES identifies curriculum materials, teacher resources, policies, guidelines and downloads among its official resource categories.

NaCCA provides official curriculum resources, teacher manuals, approved learning materials and resource packs designed to support curriculum implementation.

EducateGhana.com reviews education content against authoritative sources and updates major evergreen guides when significant official information changes.

➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]

Frequently Asked Questions

1. What are teaching and learning resources?

Teaching and learning resources are materials, tools, objects, technologies and other forms of support used to facilitate teaching and improve learner understanding.

2. What are examples of teaching resources in Ghana?

Examples include textbooks, teacher manuals, charts, maps, models, specimens, worksheets, laboratory equipment, real objects, digital devices, educational videos and locally produced teaching materials.

3. Where can Ghanaian teachers find official teaching resources?

Teachers can consult official resources provided by the Ghana Education Service and NaCCA. GES provides curriculum materials and teacher resources, while NaCCA provides curriculum documents, teacher manuals, resource packs and information on approved instructional materials.

4. Does NaCCA provide teaching resources?

Yes. NaCCA provides curriculum resources, teacher manuals, resource packs and information on approved learning materials.

5. Can teachers create their own teaching materials?

Yes. Teachers can create appropriate teaching materials using locally available and safe resources, provided the materials support the curriculum and intended learning outcomes.

6. Are digital resources necessary for every lesson?

No. Digital resources can be useful, but they are not necessary for every lesson. Teachers should select resources according to the learning objective and classroom context.

7. How can teachers use local materials for teaching?

Teachers can use safe locally available objects such as bottle tops, cardboard, leaves, seeds, stones, containers and newspapers to create appropriate instructional materials.

8. What makes a teaching resource effective?

An effective resource should be relevant, accurate, accessible, age-appropriate, inclusive, practical and directly connected to the learning objective.

9. How can teaching resources support inclusive education?

Resources can be adapted through larger print, tactile materials, visual representations, audio support and other appropriate methods so that learners with different needs can participate.

10. Why are teaching resources important?

They help teachers explain concepts, provide practical experiences, engage learners and support assessment.

11. Can community members serve as teaching resources?

Yes. Professionals, artisans, parents, community leaders and other knowledgeable people can provide practical knowledge and experiences relevant to classroom learning.

12. How should schools manage teaching resources?

Schools should maintain inventories, store materials properly, monitor their condition, establish systems for sharing resources and budget for replacement and maintenance.

➡ Related: [How to Become a Professional Teacher in Ghana]

Conclusion

Teaching and learning resources remain an important component of effective education in Ghana. Their usefulness depends less on their cost than on their relevance to curriculum objectives, learner needs and classroom activities.

Teachers can draw from textbooks, teacher manuals, charts, models, real objects, specimens, locally produced materials, digital resources and community knowledge. Official sources such as GES and NaCCA provide important curriculum and teacher support materials that should form part of the teacher’s resource base.

Schools also have an important role in ensuring that resources are available, properly managed and accessible to teachers and learners.

Ultimately, effective resource use is a professional skill. Teachers who understand their curriculum, know their learners and select appropriate materials can create meaningful learning experiences even when resources are limited.

Editor’s Recommendation

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Supported Teaching in School in Ghana: Complete Guide

➡ AI and Digital Education in Ghana: Teacher Training Guide

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, AI in education and evidence-based educational reform.

References

Ghana Education Service. (2026). Resources. Ghana Education Service.

Ghana Education Service. (2026). Teacher resources. Ghana Education Service.

National Council for Curriculum and Assessment. (2026). National Council for Curriculum and Assessment. NaCCA.

National Council for Curriculum and Assessment. (2026). Teacher manual. NaCCA.

National Council for Curriculum and Assessment. (2019). Teacher resource pack: P1–P6. Ministry of Education.

National Council for Curriculum and Assessment. (2020). National pre-tertiary education curriculum framework. Ministry of Education.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Ellis, F. (2026). Teaching and learning resources for Ghanaian teachers: Complete guide. EducateGhana.com.

Source(s)

Ghana Education Service: Teacher Resources

Ghana Education Service: All Resources

NaCCA Official Website

NaCCA Teacher Manual

NaCCA Teacher Resource Pack

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Action Research in Education: Complete Guide for Teachers, Students and Researchers in Ghana

Ferdinand Ellis

August 26, 2026

Teacher conducting action research with learners in a Ghanaian classroom — Action research enables teachers to investigate classroom problems and use evidence to improve teaching and learning.

Learn how to conduct action research in education, including the action research cycle, problem identification, interventions, data collection and reporting.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026

ARTICLE INFORMATION BOX

Article Information	Details
Category	Research
Hub	Research & Academic Writing
Cluster	Educational Research Methods
Article Type	Pillar Article
Main Topic	Action Research in Education
Country Focus	Ghana
Primary Audience	Teachers, student teachers, lecturers, education researchers and school leaders
Education Levels	Basic, Secondary and Tertiary Education
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Reviewed against official and academic sources
Primary Institutional Sources	National Teaching Council, University of Education, Winneba
Academic Evidence	University of Education, Winneba Institutional Repository
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Action research is one of the most practical approaches to educational research because it allows teachers and other education practitioners to investigate problems arising from their own professional practice and use evidence to improve what they do.

Unlike research that may be designed primarily to produce general explanations about education, action research is closely connected to practice. A teacher may identify a problem with learners’ reading ability, classroom participation, mathematical understanding, attendance, behaviour or use of instructional materials, investigate the problem systematically, introduce an intervention and examine whether the intervention produces improvement.

This makes action research particularly relevant to schools and teacher education. Evidence from the University of Education, Winneba Institutional Repository shows that action research has been used by teachers and student researchers to address practical problems involving subjects such as Integrated Science, Biology, Home Economics and other areas of teaching and learning.

In Ghana, action research can also contribute to continuing professional development and teacher professionalism. The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development. Its professional activities also recognise research, publications, innovation and professional contributions as aspects of teacher development.

This complete guide explains what action research is, how it differs from other research designs, the action research cycle, how to identify a problem, formulate research questions, design an intervention, collect and analyse data, write an action research report and avoid common methodological errors.

➡ Related: Research Methodology in Education: Complete Guide

➡ Related: How to Write a Research Proposal in Education

Key Takeaways

Action research is systematic inquiry directed towards improving practice.
Teachers can conduct action research within their own classrooms or schools.
The process normally involves identifying a problem, planning an intervention, taking action, collecting evidence and reflecting on the results.
Action research can use quantitative, qualitative or mixed forms of evidence.
A good action research problem should be specific, practical and capable of being investigated.
The intervention should directly address the identified problem.
Baseline information is important because it allows the researcher to compare conditions before and after an intervention.
Reflection is a central part of action research.
Action research can be conducted by individual teachers or collaboratively.
The University of Education, Winneba repository contains numerous Ghanaian educational studies that have used action research to address classroom problems.
Ethical considerations remain important even when research is conducted in the teacher’s own classroom.
Action research should produce evidence that informs subsequent professional decisions.

➡ Related: Educational Research in Ghana: Complete Guide

➡ Related: Quantitative and Qualitative Research in Education

What Is Action Research in Education?

Action research is a systematic investigation conducted by practitioners to understand and improve a practical problem in their own setting.

In education, the practitioner is often a teacher, lecturer, school administrator, counsellor or student teacher.

The defining feature is the close relationship between research and action.

The researcher does not merely identify a problem. The researcher collects evidence, introduces an action or intervention and examines what happens as a result.

For example, a teacher may discover that learners perform poorly when solving word problems in mathematics. Instead of simply reporting the poor performance, the teacher may investigate possible causes, introduce a problem-solving teaching strategy, collect evidence of learner performance and reflect on whether the strategy improved learning.

A University of Education, Winneba study describes action research as a form of disciplined inquiry conducted by teachers to inform and change future practice. It places the research within the teacher’s actual working environment and focuses on practical educational matters.

Action research is therefore closely connected to the idea of improvement through systematic inquiry.

Why Is Action Research Important in Education?

Action research helps teachers investigate problems that arise in real classrooms.

A teacher does not need to wait for an external researcher to identify every problem affecting learners.

The teacher sees the problem directly and is therefore often in a strong position to investigate its causes, test possible solutions and assess the outcome.

Action research also encourages reflective teaching.

A teacher who regularly asks why learners are struggling, what evidence supports the diagnosis and which intervention might help is engaging in a more deliberate form of professional practice.

Another benefit is immediate practical relevance.

A classroom teacher may not need a study that produces a general theory about all learners. The immediate concern may be improving reading comprehension among one class of learners during a particular term.

Action research is well suited to this type of problem.

Research in Ghana illustrates this practical orientation. Studies deposited in the University of Education, Winneba repository have used action research to improve student achievement, attitudes, conceptual understanding, practical skills and teaching methods.

Characteristics of Action Research

Action research has several characteristics that distinguish it from many conventional research approaches.

It is practice-oriented

The research begins with a practical problem that requires attention.

It is systematic

Although the problem may arise from everyday teaching, the investigation should follow a clear procedure.

It involves action

The researcher normally introduces an intervention or change.

It involves reflection

The researcher examines what happened and considers what should happen next.

It is contextual

The research takes place within a particular classroom, school, department or professional setting.

It can be collaborative

Teachers can work with colleagues, school leaders, learners or other stakeholders.

It is cyclical

One cycle may lead to another when the problem has not been adequately addressed.

A University of Education, Winneba study describes action research as a process in which practitioners identify a problem, take action, examine the outcome and repeat the process where necessary.

➡ Related: Educational Research Methods: Complete Guide

➡ Related: Reflective Practice in Teacher Education

The Action Research Cycle

The action research cycle is commonly represented as a sequence of interconnected stages.

A practical cycle can be expressed as:

Identify → Plan → Act → Observe → Reflect → Re-plan

1. Identify

Identify the problem requiring investigation.

2. Plan

Develop a plan for collecting evidence and implementing an intervention.

3. Act

Implement the planned intervention.

4. Observe

Collect evidence about what happens during and after implementation.

5. Reflect

Analyse the evidence and determine what has been learned.

6. Re-plan

Modify the intervention or develop another action based on the findings.

The process is not necessarily linear.

Reflection may reveal that the original understanding of the problem was incomplete. The researcher may therefore return to the planning stage.

This cyclical character distinguishes action research from a simple classroom experiment.

➡ Related: Research Methodology in Education: Complete Guide

Identifying a Problem for Action Research

A strong action research project begins with a clearly defined problem.

The problem should arise from actual practice.

Examples include:

Learners have difficulty reading unfamiliar words.
Students struggle to understand fractions.
Learners participate poorly during science lessons.
Students have difficulty interpreting graphs.
Learners show low interest in independent reading.
Students have difficulty completing practical activities.
Learners frequently make a particular grammatical error.
Students struggle to remember scientific concepts.
Learners demonstrate poor participation during group activities.

The problem should not be too broad.

“Poor academic performance in Ghana” is too broad for an individual classroom action research project.

“Improving Form Two students’ understanding of respiration through cooperative learning at a selected senior high school” is considerably more manageable.

The researcher should also determine whether the problem is within his or her practical influence.

A teacher may investigate a teaching strategy that affects learner participation. It would be much more difficult for one classroom teacher to conduct an action research project on national education financing.

➡ Related: How to Identify a Research Problem in Education

➡ Related: How to Write a Research Problem Statement

Writing the Action Research Problem Statement

The problem statement explains what is wrong, where the problem occurs and why it requires investigation.

A useful problem statement should contain four elements:

The expected situation.
The observed situation.
Evidence showing that the problem exists.
The need for intervention.

For example:

Learners are expected to demonstrate competence in solving basic algebraic equations. However, preliminary classroom exercises showed that a substantial proportion of Form Two learners were unable to solve simple linear equations independently. The difficulty appeared repeatedly during class exercises and assessments. An intervention is therefore required to determine whether the use of structured peer learning can improve learners’ performance in solving linear equations.

The statement should avoid unsupported claims.

Instead of saying that “students are lazy”, the researcher should describe observable evidence.

A good action research problem is based on evidence rather than assumptions about learners.

➡ Related: Research Problem Statement: Complete Guide

➡ Related: How to Write a Research Proposal in Ghana

Developing Action Research Objectives

Objectives explain what the study intends to accomplish.

Action research objectives should be specific and connected to the intervention.

For example:

To examine the effect of cooperative learning on students’ understanding of respiration.

To determine whether the use of multimedia instruction improves learners’ understanding of the human circulatory system.

To investigate whether peer tutoring improves learners’ performance in solving mathematical word problems.

The objectives should correspond with the research questions.

They should also be achievable within the available time and resources.

➡ Related: Research Objectives and Questions: Complete Guide

➡ Related: How to Write a Research Proposal in Education

Formulating Action Research Questions

Research questions guide the investigation.

A good action research question should directly relate to the problem and intervention.

Examples include:

What difficulties do learners experience when solving algebraic equations?
What factors contribute to learners’ difficulty in reading comprehension?
How does cooperative learning affect learners’ understanding of respiration?
What effect does multimedia instruction have on learners’ understanding of the circulatory system?
How does peer tutoring influence learners’ achievement in mathematics?

Questions should be specific.

“How can education be improved?” is too broad.

“How does the use of peer tutoring affect the reading comprehension of Primary Five learners in a selected school?” is more suitable.

➡ Related: Research Questions in Education: Complete Guide

➡ Related: Research Objectives and Questions: Complete Guide

Selecting an Action Research Intervention

The intervention is the action introduced to address the identified problem.

The intervention should be logically connected to the problem.

If learners have difficulty understanding abstract scientific concepts, an intervention might involve practical demonstrations, models or multimedia resources.

If learners have difficulty participating in lessons, the intervention might involve structured cooperative learning.

If learners have difficulty reading, the intervention might involve guided reading, phonics-based activities or repeated reading, depending on the identified need and educational level.

The researcher should explain why the intervention was selected.

An intervention should not be chosen simply because it is fashionable.

It should respond to the diagnosed problem.

Baseline Data in Action Research

Baseline data provide evidence about the situation before the intervention.

This is important because the researcher needs some basis for determining whether change occurred.

Baseline data may include:

Pre-test scores
Attendance records
Classroom observations
Learner questionnaires
Interviews
Samples of learner work
Existing assessment results
Behaviour records

For example, if a teacher wants to improve learners’ mathematics performance, a pre-intervention test can establish their initial level of performance.

After the intervention, a post-intervention assessment can provide evidence of change.

Baseline information does not need to be complicated.

It needs to be appropriate to the research question.

Participants and Sampling in Action Research

Action research often involves a relatively small group because the researcher is investigating a problem within a particular setting.

The participants may be:

One class
A group of learners
Several classes
Teachers
Student teachers
A department
A school community

The researcher should clearly explain who participated and why.

Sampling may be purposive when participants are selected because they experience the identified problem.

For example, if the research concerns poor performance in a particular class, that class may constitute the study group.

The researcher should avoid making claims that extend far beyond the study context.

If an intervention is conducted with 35 learners in one school, the findings should not automatically be presented as proof that the intervention will work for every learner in Ghana.

➡ Related: Sampling Techniques in Educational Research

➡ Related: Educational Research in Ghana: Complete Guide

Data Collection Methods for Action Research

Action research can use several data collection methods.

Tests

Pre-tests and post-tests can measure changes in learner achievement.

Observation

Observation can provide information about participation, behaviour, interaction and classroom activity.

Interviews

Interviews can help the researcher understand participants’ experiences.

Questionnaires

Questionnaires can collect responses from learners or teachers.

Document Analysis

Learner exercise books, assessment records, attendance records and other documents can provide useful evidence.

Focus Group Discussions

Small-group discussions can help researchers understand shared experiences.

The choice of method should depend on the research question.

A study of learner participation may require observation.

A study of academic performance may require tests.

A study of learner attitudes may benefit from questionnaires or interviews.

Using more than one source of evidence can strengthen the study.

➡ Related: Data Collection Methods in Educational Research

➡ Related: Qualitative and Quantitative Research in Education

Observation in Action Research

Observation is particularly useful because action research often focuses on classroom practice.

The teacher-researcher can observe:

Learner participation
Questioning
Group interaction
On-task behaviour
Teacher explanations
Use of instructional materials
Learner responses
Classroom transitions

Observation should be systematic.

The researcher should decide what will be observed before collecting data.

An observation checklist or observation schedule can help.

For example, instead of simply writing “learners were active”, the researcher might record how many learners participated, how frequently learners responded to questions or how many groups completed the assigned task.

Systematic observation produces stronger evidence than informal impressions.

➡ Related: Classroom Management Strategies for Teachers in Ghana

Interviews and Questionnaires

Interviews can provide detailed information about participants’ experiences.

For example, after an intervention, a teacher may interview selected learners about how they experienced the new teaching approach.

Questionnaires can be useful when responses are required from a larger group.

Questions should be clear and directly related to the research objectives.

The researcher should avoid leading questions that encourage participants to provide a preferred answer.

Where possible, instruments should be reviewed or piloted before full data collection.

➡ Related: Questionnaire Design in Educational Research

➡ Related: Qualitative Research in Education: Complete Guide

Data Analysis in Action Research

Data analysis depends on the type of evidence collected.

Quantitative data may be analysed using:

Frequencies
Percentages
Means
Scores
Gain scores
Tables
Charts

For example, a teacher may compare learners’ average pre-test and post-test scores.

Qualitative data may be analysed through:

Coding
Categorisation
Themes
Patterns
Narrative summaries

The researcher should ensure that the analysis answers the research questions.

There is little value in producing numerous tables that do not contribute to answering the research problem.

Action research generally values practical interpretation.

The researcher should ask what the evidence means for teaching and learning.

➡ Related: Data Analysis in Educational Research: Complete Guide

➡ Related: Quantitative Research in Education: Complete Guide

Pre-Test and Post-Test Analysis

A common approach in classroom action research is to administer an assessment before and after an intervention.

Suppose 30 learners take a mathematics test before the intervention and again after the intervention.

The researcher can compare the two sets of scores.

A simple analysis might report:

Measure	Pre-Test	Post-Test
Mean Score	42%	68%
Highest Score	75%	92%
Lowest Score	18%	40%

The increase suggests improvement, but the researcher should avoid claiming that the intervention alone caused all the improvement without considering other factors.

Learners may improve because of additional practice, maturation, exposure to other teaching activities or changes in assessment conditions.

Action research findings should therefore be interpreted carefully.

➡ Related: Educational Assessment in Ghana: Complete Guide

➡ Related: Research Data Analysis: Complete Guide

Validity and Reliability in Action Research

Action research still requires attention to the quality of evidence.

Validity concerns whether the research instrument or procedure adequately addresses what it is intended to measure.

Reliability concerns the consistency of measurement.

For example, if a teacher develops a test to measure learners’ understanding of fractions, the test should contain questions that actually assess the intended knowledge and skills.

Researchers can improve credibility by using multiple sources of evidence.

This is sometimes described as triangulation.

For example, a teacher researching learner participation may combine observation, learner questionnaires and interviews.

If all three sources indicate increased participation after the intervention, the conclusion becomes more credible.

➡ Related: Validity and Reliability in Educational Research

➡ Related: Research Instruments in Education: Complete Guide

Ethics in Action Research

Teachers conducting research with learners must consider ethical issues.

Participants should be treated respectfully.

Depending on the research context and institutional requirements, permission, informed consent or appropriate assent procedures may be necessary.

Researchers should protect participants’ privacy.

Learners’ names should generally not be unnecessarily disclosed in research reports.

The researcher should also avoid causing harm.

An intervention should not deprive a group of essential educational opportunities simply to create a comparison.

Where institutional or academic research requirements apply, the researcher should obtain the necessary approval before data collection.

Ethical practice remains important even when the teacher is studying his or her own classroom.

➡ Related: Research Ethics in Education: Complete Guide

➡ Related: How to Conduct Educational Research in Ghana

Individual and Collaborative Action Research

Action research can be conducted individually.

A teacher may identify a problem in one classroom and investigate it independently.

It can also be collaborative.

Several teachers may investigate a shared problem across different classes.

Collaborative action research can provide multiple perspectives.

For example, teachers of the same subject may examine why learners perform poorly in a particular topic and jointly test a teaching strategy.

School-based collaboration can also make it easier to sustain successful interventions.

The National Teaching Council’s professional development framework includes Professional Learning Communities and other professional development structures, providing an institutional context in which collaborative professional learning can take place.

Action Research and Teacher Professional Development

Action research can contribute to teacher professional development because it requires teachers to examine their practice systematically.

The teacher becomes both practitioner and investigator.

This can strengthen reflective practice.

The teacher does not simply ask, “Did the lesson work?”

The teacher asks:

What problem did I identify?
What evidence showed that the problem existed?
What intervention did I introduce?
What changed?
What evidence supports the conclusion?
What should I do next?

This type of reflection can become part of professional learning.

The National Teaching Council’s mandate includes providing a framework for continuing professional development and promoting professional standards for teachers.

NTC materials also identify research activities, publications and innovation among contributions to the teaching profession.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: How to Become a Professional Teacher in Ghana

Action Research in Ghanaian Teacher Education

Action research has a notable place in Ghanaian teacher education.

The University of Education, Winneba Institutional Repository contains numerous studies using action research to investigate classroom and instructional problems.

One study examined the use of multimedia instruction to improve students’ conceptual understanding and performance in the human blood circulatory system. The study adopted an action research design and included an intervention, data collection and analysis.

Another study used action research to examine the use of cooperative instructional approaches to improve students’ attitudes and achievement in Biology.

A separate study used action research to improve learners’ understanding of respiration through cooperative teaching and learning approaches in a Ghanaian senior high school.

These examples demonstrate how action research can connect research methodology directly with classroom improvement.

Action Research in Teaching Practice

Student teachers can use action research to investigate practical classroom problems during teaching practice where their programme and institutional requirements permit it.

Teaching practice provides access to authentic educational settings.

A student teacher may identify a problem involving learner participation, reading, numeracy, conceptual understanding, classroom management or the use of instructional resources.

The student teacher can then work with the mentor teacher and supervisor to determine an appropriate research approach.

The intervention should be manageable within the teaching practice period.

Students should also distinguish between an action research project and an ordinary lesson intervention.

Action research requires systematic evidence, analysis and reflection.

The University of Education, Winneba repository contains examples of action research conducted in Ghanaian schools and Colleges of Education, including work aimed at improving practical skills among pre-service teachers.

➡ Related: Teaching Practice in Ghana: Requirements and Guidelines

➡ Related: Supported Teaching in School in Ghana: Complete Guide

Difference Between Action Research and Experimental Research

Action research and experimental research can both involve interventions, but their purposes and contexts differ.

Action Research	Experimental Research
Focuses on practical improvement	Often focuses on testing causal relationships
Usually conducted in a natural professional setting	May involve controlled conditions
Researcher is often a practitioner	Researcher may be external to the setting
Often uses cyclical processes	Often follows a predetermined design
Can involve reflection and adaptation	Usually follows predefined procedures
Often addresses a local problem	Often seeks findings with wider generalisation

Action research may not provide the same level of control as a highly controlled experiment.

Its strength lies in its connection to real practice.

➡ Related: Experimental Research in Education: Complete Guide

➡ Related: Research Designs in Education: Complete Guide

Difference Between Action Research and Case Study

A case study investigates a bounded case in depth.

The case may be a school, classroom, programme, teacher or group of learners.

Action research, by contrast, is oriented towards improvement through action.

A teacher may conduct a case study of a school’s implementation of a new curriculum.

A teacher conducting action research would normally introduce or examine an action intended to improve a practical problem.

The two approaches can sometimes overlap.

A researcher can use case study techniques to understand the context of an action research project.

➡ Related: Case Study Research in Education: Complete Guide

➡ Related: Research Designs in Education: Complete Guide

Difference Between Action Research and Survey Research

Survey research generally collects information from participants through questionnaires, interviews or other instruments.

For example, a researcher may survey teachers’ perceptions of continuous professional development.

Action research is more intervention-oriented.

The teacher identifies a practical problem, introduces an action and examines the outcome.

A survey can form part of an action research project.

For example, a teacher may use a questionnaire to establish learners’ attitudes before and after an intervention.

➡ Related: Survey Research in Education: Complete Guide

➡ Related: Questionnaire Design in Educational Research

Common Types of Action Research

Action research can be classified in several ways.

Individual Action Research

One practitioner investigates a problem in his or her own practice.

Collaborative Action Research

Two or more practitioners work together on a shared problem.

School-Wide Action Research

The research addresses a problem affecting a broader school environment.

Participatory Action Research

Participants are actively involved in investigating and addressing the issue.

Classroom Action Research

The investigation focuses specifically on classroom teaching and learning.

The boundaries between these categories can overlap.

The important issue is whether the research is systematic, action-oriented and connected to improvement.

➡ Related: Participatory Research in Education: Complete Guide

➡ Related: Educational Research Methods: Complete Guide

How to Write an Action Research Report

A typical action research report can contain the following chapters.

Chapter One: Introduction

Background to the study
Statement of the problem
Purpose of the study
Objectives
Research questions
Significance
Delimitation
Limitations
Definition of key terms

Chapter Two: Literature Review

Conceptual discussion
Relevant theories
Previous empirical studies
Research gap

Chapter Three: Methodology

Research design
Study setting
Participants
Sampling
Instruments
Intervention
Data collection procedure
Data analysis
Ethical considerations

Chapter Four: Results

Present the evidence collected before, during and after the intervention.

Chapter Five: Discussion, Conclusions and Recommendations

Interpret the findings, draw conclusions and recommend appropriate actions.

The exact structure may differ according to the institution or programme.

➡ Related: How to Write a Research Report in Ghana

➡ Related: How to Write a Research Proposal in Education

Sample Action Research Topic Ideas

Teachers and student researchers can develop action research topics from actual classroom problems.

Examples include:

Improving reading comprehension through guided reading among Primary Five learners.
Using cooperative learning to improve students’ achievement in Biology.
Using multimedia instruction to improve learners’ understanding of the human circulatory system.
Using peer tutoring to improve mathematics achievement among Junior High School learners.
Using practical demonstrations to improve learners’ understanding of selected concepts in Integrated Science.
Using formative assessment to improve learner participation in English Language lessons.
Using problem-based learning to improve students’ understanding of the mole concept.
Using activity-based teaching to improve students’ performance in Integrated Science.

The University of Education, Winneba repository contains Ghanaian examples involving problem-based learning, cooperative learning, multimedia instruction and other interventions.

➡ Related: Research Topics in Education: Complete Guide

➡ Related: How to Choose a Research Topic in Education

Common Mistakes in Action Research

One common mistake is selecting a problem that is too broad.

Another is beginning the intervention without collecting baseline evidence.

A third is choosing an intervention without explaining its connection to the identified problem.

Some researchers also rely entirely on personal impressions.

For example, saying that “learners improved greatly” without presenting evidence weakens the study.

Another problem is confusing an intervention with action research.

Simply introducing a new teaching method does not automatically constitute action research.

The researcher must systematically investigate the problem, collect evidence, analyse the results and reflect on the findings.

Researchers should also avoid claiming that their findings apply universally when the study involved only one class or school.

➡ Related: Research Methodology in Education: Complete Guide

➡ Related: Research Ethics in Education: Complete Guide

Practical Action Research Template

A teacher can use the following sequence when planning a classroom action research project:

Step 1: Identify a practical classroom problem.

Step 2: Collect preliminary evidence.

Step 3: Define the problem precisely.

Step 4: Review relevant literature.

Step 5: Formulate the research objectives.

Step 6: Develop research questions.

Step 7: Select an appropriate intervention.

Step 8: Select participants.

Step 9: Develop or select research instruments.

Step 10: Collect baseline data.

Step 11: Implement the intervention.

Step 12: Collect post-intervention evidence.

Step 13: Analyse the data.

Step 14: Interpret the findings.

Step 15: Reflect on the intervention.

Step 16: Make recommendations.

Step 17: Determine whether another action research cycle is required.

This sequence can be adapted to the requirements of a school, College of Education, university or research supervisor.

➡ Related: Research Proposal Format for Students and Researchers

➡ Related: Educational Research Methods: Complete Guide

EducateGhana Analysis

Educational Significance

Action research provides teachers with a practical bridge between educational theory and classroom practice.

Teachers regularly encounter problems that cannot be fully understood through general theories alone.

A teacher may know that cooperative learning can support learner engagement, yet still need to determine whether a particular approach works with a particular group of learners under specific classroom conditions.

Action research allows the teacher to investigate that question systematically.

The Ghanaian evidence base demonstrates that teacher researchers have used action research to investigate problems involving academic achievement, attitudes, conceptual understanding and practical skills.

Policy Implications

Action research has implications for teacher professional development.

The National Teaching Council is mandated to promote teacher professionalism and provide a framework for continuing professional development.

NTC materials also identify research activities, publications, innovation and professional contributions as relevant aspects of professional achievement.

Teacher development programmes should therefore encourage teachers to investigate classroom problems rather than treating research as an activity reserved for postgraduate students and university academics.

Implementation Considerations

For action research to become a meaningful part of professional practice, teachers need adequate time, methodological support and access to relevant research resources.

Teachers also need guidance on research ethics, data collection, analysis and reporting.

School leaders can support action research by creating opportunities for teachers to share findings through professional learning communities and school-based professional development.

The process should remain practical.

Teachers should not be required to produce unnecessarily complicated statistical analyses when a simple analysis can adequately answer the research question.

Future Outlook

Action research has potential to become an important component of evidence-informed teaching in Ghana.

The expansion of digital tools may make data collection, classroom assessment and documentation easier.

Teachers can also use professional learning communities to conduct collaborative action research.

The long-term value of action research, however, will depend on whether findings are actually used to improve teaching.

Research should ultimately lead back to practice.

Why You Can Trust This Information

This guide draws on official information from the National Teaching Council and academic evidence from the University of Education, Winneba Institutional Repository.

The National Teaching Council is established to regulate the teaching profession in Ghana. Its mandate includes teacher licensing and registration, professional standards, continuing professional development and the regulation of initial teacher education.

The University of Education, Winneba repository contains numerous action research studies conducted in Ghanaian educational settings. These studies provide practical examples of how teachers and student researchers have used action research to address classroom problems.

Readers should nevertheless follow the specific research requirements of their school, College of Education, university, supervisor or ethics committee when conducting an actual research project.

Frequently Asked Questions

1. What is action research in education?

Action research is systematic research conducted by practitioners to investigate a practical problem and use the findings to improve teaching, learning or another aspect of educational practice.

2. Who can conduct action research?

Teachers, student teachers, lecturers, school leaders, counsellors and other education practitioners can conduct action research, subject to the requirements of their institution and applicable ethical procedures.

3. What are the main stages of action research?

The main stages are identifying a problem, planning, taking action, observing or collecting evidence, reflecting on the findings and planning subsequent action where necessary.

4. What is the difference between action research and ordinary classroom teaching?

Ordinary teaching involves planning and implementing lessons. Action research adds systematic investigation, evidence collection, analysis and reflection aimed at understanding and improving practice.

5. Can action research use quantitative data?

Yes. Action research can use test scores, percentages, frequencies, means and other quantitative evidence where appropriate.

6. Can action research use qualitative data?

Yes. Interviews, observations, learner responses, field notes and documents can provide qualitative evidence.

7. Can action research use mixed methods?

Yes. Researchers can combine quantitative and qualitative evidence when doing so helps answer the research questions.

8. What is classroom action research?

Classroom action research is action research focused on teaching and learning problems within a particular classroom or group of learners.

9. What makes a good action research topic?

A good topic identifies a specific practical problem, a defined group or setting and an intervention or action that can reasonably be investigated.

10. Does action research require an intervention?

Most educational action research involves some form of action or change intended to address the identified problem. The precise design may vary.

11. How many participants are needed for action research?

There is no universal number. The number should be appropriate to the research problem, context and research design. Action research often focuses on a manageable group within a particular educational setting.

12. Can a teacher conduct action research alone?

Yes. Individual action research is possible. Teachers can also collaborate with colleagues, mentors or other stakeholders.

13. Is action research suitable for student teachers?

Yes. Student teachers can use action research to investigate practical teaching and learning problems when their teacher education programme permits it.

14. Is action research a qualitative research method?

Not necessarily. Action research is an approach or research strategy that can incorporate qualitative, quantitative or mixed forms of evidence.

15. Can action research be used for a postgraduate dissertation?

Yes, where the university and supervisor approve the design. The study must satisfy the institution’s methodological and ethical requirements.

16. What is the role of reflection in action research?

Reflection allows the researcher to interpret the evidence, evaluate the intervention and determine what should be changed or investigated in the next cycle.

17. Can action research findings be generalised to all schools?

Usually, findings from a small classroom or school should be interpreted within their context. Researchers should avoid making broad generalisations that are not supported by the design and evidence.

18. Where can Ghanaian teachers find examples of action research?

The University of Education, Winneba Institutional Repository contains numerous Ghanaian educational studies that have used action research.

➡ Related: Educational Research in Ghana: Complete Guide

➡ Related: Research Methodology in Education: Complete Guide

Conclusion

Action research provides teachers and education practitioners with a systematic way of investigating practical problems and improving professional practice.

Its strength lies in the connection between inquiry and action. A teacher identifies a genuine problem, gathers evidence, introduces an appropriate intervention, examines the outcome and reflects on what should happen next.

For Ghanaian teachers and student teachers, this approach can make educational research more closely connected to everyday classroom realities. The extensive collection of action research studies in the University of Education, Winneba repository demonstrates that the approach has already been used to investigate practical problems in Ghanaian schools and teacher education settings.

Action research should, however, be conducted systematically. A clear problem, appropriate research questions, suitable instruments, ethical procedures, credible evidence and careful analysis are necessary for a useful study.

The ultimate value of action research is found in what happens after the findings are produced. The evidence should inform teaching decisions, professional reflection and subsequent improvement.

For teachers, action research can therefore become more than an academic assignment. It can become a disciplined way of asking an important professional question: What can I change in my practice, and what evidence will show whether the change has helped learners?

➡ Related: How to Write a Research Proposal in Education

➡ Related: Teacher Education and Training in Ghana: Complete Guide

Editor’s Recommendation

➡ Research Methodology in Education: Complete Guide

➡ Educational Research in Ghana: Complete Guide

➡ How to Write a Research Proposal in Ghana

➡ Quantitative and Qualitative Research in Education

➡ Research Ethics in Education: Complete Guide

About the Author

References

Calhoun, E. F. (1994). How to use action research in the self-renewing school. Association for Supervision and Curriculum Development.

Elliott, J. (1991). Action research for educational change. Open University Press.

Ferrance, E. (2000). Action research. Brown University.

Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.

National Teaching Council. (2026). Mandate. National Teaching Council, Ghana.

National Teaching Council. (2026). Functions. National Teaching Council, Ghana.

National Teaching Council. (2026). Frequently asked questions. National Teaching Council, Ghana.

National Teaching Council. (2026). Selection and eligibility. National Teaching Council, Ghana.

University of Education, Winneba. (2025). Enhancing the conceptual understanding and performance of students in “blood circulatory system in humans” using multimedia instructional method (MMIM). University of Education, Winneba Institutional Repository.

University of Education, Winneba. (2024). Using motivation as a teaching technique to improve students’ performance in Integrated Science. University of Education, Winneba Institutional Repository.

University of Education, Winneba. (2024). Using cooperative instructional approach to improve teaching and learning of respiration among Form Two Home Economics students. University of Education, Winneba Institutional Repository.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Suggested Citation:

Ellis, F. (2026). Action research in education: Complete guide for teachers, students and researchers in Ghana. EducateGhana.com.

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50 Action Research Topics for Colleges of Education in Ghana 2026

Ferdinand Ellis

August 26, 2026

Explore 50 practical action research topics for Colleges of Education in Ghana covering English, Mathematics, Science, classroom management, inclusive education, KG, ICT and the new curriculum.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 26, 2026

Article Information

Article Information	Details
Category	Resources
Hub	Colleges of Education
Cluster	Action Research & Teaching Practice
Article Type	Evergreen Academic Resource
Target Audience	College of Education students, teacher trainees, mentors and teacher educators
Coverage	Ghana
Focus Keyword	Action research topics for Colleges of Education in Ghana
Academic Level	Basic Education and Teacher Education

Key Takeaways

Action research topics should address a real classroom or school-based problem.
A good topic identifies the intervention, learning problem, target learners and context.
College of Education students can conduct action research in English Language, Mathematics, Science, Social Studies, RME, Creative Arts, ICT, Early Grade Education and classroom management.
The school, class and learner group should be based on the student’s actual teaching-practice or attachment setting.
Students should collect their own baseline and intervention data rather than reproduce another student’s project.
A strong action research topic should be specific, manageable, ethical and measurable.

Introduction

Action research is an important component of teacher education because it enables student teachers to investigate practical problems that arise during teaching and learning.

For a College of Education student, an action research project does not necessarily have to address a large national education problem. The most useful studies often begin with a relatively small difficulty observed in a real classroom.

Examples include pupils struggling with spelling, learners experiencing difficulty with fractions, poor reading fluency, weak participation in Science lessons, persistent lateness or difficulty understanding mathematical word problems.

The researcher then introduces a carefully selected intervention and examines whether the intervention produces an improvement.

A typical action research topic therefore follows a structure such as:

Using [Intervention] to improve [Problem/Skill] among [Target Learners] of [School].

For example:

Using Word Cards to Improve Spelling Difficulties among Basic 4 Pupils of [School].

The school name should be replaced with the actual school where the research is being conducted.

50 Action Research Topics for College of Education Students

English Language Action Research Topics

1. Using Word Cards to Improve Spelling Difficulties among Basic 4 Pupils of [School]

This topic can investigate whether repeated exposure to carefully selected word cards improves pupils’ ability to spell commonly misspelled words.

2. Using Jolly Phonics to Improve Reading Fluency among KG 2 Learners

The study can examine how systematic phonics activities influence early learners’ ability to recognise sounds, blend letters and read simple words.

3. Using Storytelling Technique to Improve Comprehension among Basic 6 Pupils

Storytelling can be used as an intervention for learners who struggle to understand and recall information presented through conventional reading activities.

4. Using Peer Tutoring to Improve Essay Writing among JHS 2 Pupils

The researcher can examine whether structured peer feedback and peer support improve learners’ organisation, grammar, vocabulary and development of ideas.

5. Using Picture Description to Improve Vocabulary among Basic 3 Pupils

Pictures can provide concrete contexts through which young learners encounter and use new vocabulary.

6. Using Role Play to Improve Oral English among JHS 1 Pupils

The research can explore whether role-play activities create more opportunities for learners to speak English in meaningful situations.

7. Using Dictation to Improve Listening Skills among Basic 5 Pupils

This topic can examine whether regular dictation exercises improve learners’ ability to listen carefully and reproduce spoken language accurately.

8. Using Phonemic Awareness Activities to Correct Pronunciation Difficulties among Basic School Pupils

The intervention can focus on identifying particular sound difficulties and using targeted phonemic activities to improve pronunciation.

9. Using Library Hour to Improve Reading Culture among Basic 7 Pupils

The study can investigate whether structured reading periods increase learners’ interest in independent reading.

10. Using Language Games to Improve Understanding of Tenses among JHS 3 Pupils

Language games can provide repeated practice in identifying and correctly using different verb tenses.

➡ Related: Action Research Guide for College of Education Students
➡ Related: Teaching Practice Guide for Ghanaian Teacher Trainees

Mathematics Action Research Topics

11. Using Concrete Materials to Teach Addition among Basic 2 Pupils

Bottle tops, sticks and other locally available materials can help pupils connect numerical symbols with concrete quantities.

12. Using a Number Line to Improve Understanding of Integers among JHS 1 Pupils

The study can determine whether visual movement along a number line helps learners understand positive and negative integers.

13. Using Activity-Based Learning to Improve Performance in Fractions among Basic 5 Pupils

Learners can use practical activities to represent fractions before moving to abstract mathematical operations.

14. Using Group Work to Improve Word-Problem Solving among Basic 6 Pupils

The research can investigate whether structured group activities improve learners’ ability to interpret and solve mathematical word problems.

15. Using Realia to Teach Place Value among Basic 3 Pupils

Real objects can be used to help learners distinguish units, tens, hundreds and larger place-value positions.

16. Using Game-Based Learning to Improve Multiplication Tables among Basic 4 Pupils

Mathematical games can provide repeated practice while reducing the monotony associated with memorising multiplication facts.

17. Using Visual Aids to Teach Geometry among JHS 2 Pupils

The study can investigate whether diagrams, models and other visual representations improve learners’ understanding of geometric concepts.

18. Using Peer Teaching to Address Difficulties in BODMAS among JHS Pupils

Learners can explain mathematical procedures to peers while the teacher monitors misconceptions and provides correction.

19. Using an Abacus to Improve Addition and Subtraction among Basic 1 Pupils

The research can examine whether manipulating an abacus improves young learners’ understanding of basic numerical operations.

20. Using Cooperative Learning to Reduce Mathematics Anxiety among JHS Girls

The study can explore whether supportive group learning improves participation and attitudes towards Mathematics.

➡ Related: Mathematics Action Research Topics for Basic School Teachers
➡ Related: 50 Mathematics Teaching Strategies for Ghanaian Classrooms

Science Action Research Topics

21. Using Hands-On Activities to Improve Understanding of Photosynthesis among JHS 2 Pupils

Practical activities can help learners connect textbook descriptions of photosynthesis with observable scientific processes.

22. Using Improvised Materials to Teach States of Matter among Basic 5 Pupils

The researcher can investigate whether locally available materials improve learners’ understanding of solids, liquids and gases.

23. Using Demonstration Method to Improve Understanding of the Water Cycle among Basic 4 Pupils

Simple demonstrations can make abstract processes such as evaporation, condensation and precipitation easier to understand.

24. Using Concept Mapping to Improve Performance in Basic Science

Concept maps can help learners identify relationships between scientific concepts rather than memorising isolated facts.

25. Using Field Trips to Improve Learning of Living Things among Basic 3 Pupils

The study can examine whether direct observation improves pupils’ ability to identify, classify and describe living things.

Social Studies, RME and Creative Arts Topics

26. Using Discussion Method to Improve Understanding of Map Work among JHS 1 Pupils

Structured discussions can help learners interpret maps and explain geographical information.

27. Using Drama to Teach Moral Values among Basic 5 Pupils

The research can investigate whether drama makes moral concepts more understandable and memorable.

28. Using Local Resources to Teach Traditional Festivals among Basic 4 Pupils

Local artefacts, photographs, stories and community knowledge can provide meaningful learning experiences.

29. Using Project-Based Learning to Improve Environmental Sanitation Attitudes among Basic School Pupils

Learners can undertake practical sanitation projects and reflect on how their attitudes and behaviour change.

30. Using Music and Dance to Teach Adinkra Symbols among Basic 6 Pupils

The study can combine creative performance with cultural education to improve learners’ understanding of traditional symbols.

Classroom Management and Inclusive Education Topics

31. Using Positive Reinforcement to Reduce Truancy among JHS 2 Boys

The research can investigate whether carefully designed positive reinforcement strategies influence attendance.

32. Using Seating Arrangement to Improve Classroom Participation among Learners with Learning Difficulties

The researcher can examine whether changes in seating arrangements improve attention, interaction and participation.

33. Using Counselling Techniques to Reduce Lateness among Basic 7 Pupils

The study can investigate possible causes of lateness and determine whether targeted counselling improves punctuality.

34. Using Class Rules to Improve Discipline among Basic 3 Pupils

The intervention can involve learners in developing clear classroom rules and monitoring compliance.

35. Using Individualised Instruction to Support Learners with Dyslexia in Basic 4

The study can examine how differentiated and individualised activities affect reading and writing outcomes.

36. Using Token Economy to Improve Attention Span among KG 1 Pupils

A carefully structured reward system can be investigated as a classroom-management intervention.

37. Using Morning Motivation Activities to Improve Punctuality among Basic School Pupils

The researcher can examine whether short, engaging morning activities encourage learners to arrive at school earlier.

38. Using Gender-Responsive Pedagogy to Improve Girls’ Participation in Science

The study can investigate classroom strategies that encourage greater participation by girls during Science lessons.

Early Grade and Kindergarten Action Research Topics

39. Using Play-Based Learning to Improve Numeracy among KG 2 Pupils

Play-based activities can provide opportunities for young children to develop counting, matching, sorting and basic number skills.

40. Using Songs and Rhymes to Teach the Alphabet among KG 1 Learners

Songs and rhymes can support repetition and recall of alphabet letters and sounds.

41. Using Flash Cards to Improve Colour Identification among KG Learners

The study can examine whether repeated exposure to visual flash cards improves children’s ability to identify and name colours.

42. Using Montessori Materials to Improve Fine Motor Skills among KG Learners

Practical manipulation of suitable learning materials can be investigated as a way of developing coordination and fine motor skills.

ICT, New Curriculum and Modern Teaching Strategies

43. Using ICT Tools to Teach Basic Computer Skills among Basic 6 Pupils

The study can examine whether practical ICT activities improve learners’ ability to perform basic computer operations.

44. Using Differentiated Instruction to Address Mixed-Ability Learning in an Inclusive Classroom

The researcher can investigate whether varying teaching methods, materials and tasks improves learning among pupils with different ability levels.

45. Using Assessment for Learning to Improve Feedback in Mathematics

This topic can examine how formative assessment and timely feedback influence learners’ mathematical performance.

46. Using Learning Corners to Improve Independent Learning among Basic 2 Pupils

The research can investigate whether organised learning stations encourage pupils to take greater responsibility for classroom activities.

47. Using Think-Pair-Share to Improve Critical Thinking among JHS 3 Pupils

The intervention gives learners opportunities to think individually, discuss ideas with a partner and present their reasoning.

48. Using Story Books to Improve Creative Writing among Basic 5 Pupils

The study can investigate whether exposure to age-appropriate stories improves learners’ ability to generate and organise ideas for creative writing.

49. Using the Mother Tongue to Improve Understanding of Selected English Concepts among Basic 1 Pupils

The research can examine whether strategic use of a familiar language helps young learners understand selected English concepts.

50. Using Low-Cost Teaching and Learning Materials to Improve Understanding of Measurement among Basic 4 Pupils

The researcher can use locally available materials to teach length, mass, capacity and other measurement concepts.

How to Choose the Best Action Research Topic

A College of Education student should not select a topic simply because it sounds impressive.

The first question should be:

What actual problem have I observed in my classroom?

For example, if Basic 4 pupils repeatedly misspell common words, the researcher could select:

Using Word Cards to Improve Spelling Difficulties among Basic 4 Pupils of [School].

If the main problem is difficulty with fractions, a suitable topic could be:

Using Activity-Based Learning to Improve Performance in Fractions among Basic 5 Pupils of [School].

The intervention must therefore correspond to the identified problem.

A Simple Topic Formula

Students can construct their own topics using:

Using [Intervention] to Improve [Problem/Skill] among [Target Learners] of [School].

Examples:

Using flash cards → improve colour identification → KG 1 → selected school

Using peer tutoring → improve essay writing → JHS 2 → selected school

Using number lines → improve understanding of integers → JHS 1 → selected school

This approach makes the research topic focused and manageable.

What Makes a Good Action Research Topic?

A good topic should have five characteristics.

1. It identifies a real problem

The problem should have been observed in the classroom or school.

2. It identifies a practical intervention

The researcher must be able to introduce the intervention within the available time.

3. It identifies the target population

The topic should specify the class or learner group involved.

4. It is measurable

The researcher should be able to compare learners’ performance before and after the intervention.

5. It is manageable

A College of Education student should avoid attempting to solve a problem involving an entire district or region.

Important Academic Warning for Student Researchers

Students should not copy an existing action research project and merely change the school name.

Changing the name of a school does not make copied research original.

The proper approach is to identify a genuine problem in the student’s teaching-practice school, formulate a suitable intervention, collect evidence and write the report based on the actual research process.

This also makes the study more defensible during supervision and presentation.

Suggested Action Research Process

A student can generally work through the following sequence:

Identify the problem → Collect baseline evidence → Analyse the problem → Plan an intervention → Implement the intervention → Collect post-intervention evidence → Compare findings → Reflect → Recommend further action.

The exact structure should follow the research guidelines provided by the student’s College of Education and supervisor.

Final Thoughts

Action research gives student teachers an opportunity to become investigators of their own classroom practice.

The strongest project is therefore not necessarily the one with the most complicated title. It is the one in which the student identifies a genuine learning problem, applies an appropriate intervention, gathers credible evidence and explains what happened.

These 50 topics provide starting points. Students should adapt them to the actual learners, subject, class, school and problem encountered during teaching practice.

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, lecturer and education policy analyst. He is the founder of EducateGhana.com and writes on teacher education, curriculum, teaching practice, educational policy and professional development.

Classroom Management Strategies for Teachers in Ghana

Ferdinand Ellis

August 26, 2026

Teacher Workload in Ghana Explained: Teaching Responsibilities, Challenges, Stress Factors and Policy Solutions About the Author Ferdinand Ellis is an education researcher, curriculum specialist, lecturer and education policy analyst with professional experience in teaching, teacher education and education communication. He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, where his research focused on the implementation of Supported Teaching in School (STS) in Ghana’s Colleges of Education. His academic and professional interests include: Teacher education and professional practice learning Curriculum implementation Classroom interaction Instructional strategies Education policy analysis Educational research Artificial intelligence in education Ferdinand has experience teaching at the basic education level and supporting teacher education through university-level instruction in Supported Teaching in School. His work focuses on connecting educational research, policy and classroom practice to support evidence-based improvement in Ghana’s education system. About EducateGhana.com EducateGhana.com is Ghana’s education intelligence platform providing reliable information, analysis and resources on education, examinations, admissions, careers, teacher development and education policy. The platform publishes: Education news Admission guides Examination updates Research-based analysis Teacher education resources Education policy explainers Academic writing resources EducateGhana.com aims to bridge the gap between education policy, research evidence and public understanding. JUST IN: GES Confirms Payment of Promotion Arrears to 56,003 Teachers, Gives Update on Outstanding Cases Classroom Management teacher Strategies for Teachers in Ghana CSSPS School Selection Guidelines 2026: How BECE Candidates Should Choose Their Schools How to Check BECE 2026 Results Online and Via SMS in Ghana GES Conditions of Service Explained: Teacher Benefits, Rights, Allowances and Responsibilities

Learn practical classroom management strategies for teachers in Ghana, including discipline, routines, large classes, learner engagement and inclusive teaching.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Teacher Education and Training
Cluster	Classroom Management and Teaching Practice
Article Type	Pillar Article
Country	Ghana
Main Focus	Classroom management strategies, learner behaviour and effective teaching
Target Audience	Teachers, student teachers, teacher trainees, school leaders and educators
Education Levels	Basic Education and Secondary Education
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Reviewed against official and academic sources
Primary Institutional Sources	NaCCA and National Teaching Council
Academic Sources	University of Education, Winneba research repository
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Classroom management is one of the practical skills that determines how effectively teachers create and sustain conditions for learning. A teacher may have strong subject knowledge and a good lesson plan, yet classroom learning can suffer when learners are frequently distracted, instructions are unclear, routines are poorly established or disruptive behaviour is not handled appropriately.

In Ghana, classroom management has to be considered within the realities of the country’s schools. Teachers may work with large classes, limited instructional resources, different learner abilities, varied home backgrounds and competing demands on instructional time. Research conducted in Ghana has identified large class sizes, limited resources, parental involvement and inadequate professional development among factors that can make classroom management more difficult. (University of Education, Winneba)

Effective classroom management is therefore more than controlling noise or disciplining learners. It involves organising the physical classroom, establishing routines, communicating expectations, managing transitions, engaging learners, responding to inappropriate behaviour and creating an environment in which learners can participate productively.

The Ghanaian curriculum also places teachers in a position where effective learning requires more than teacher explanation. NaCCA is responsible for developing curriculum and assessment standards for pre-tertiary education, while its instructional resources function supports the use of materials aligned with national curriculum standards. (NACCA)

This guide explains practical classroom management strategies for teachers in Ghana, with particular attention to basic and secondary schools. It covers classroom rules, routines, learner engagement, positive discipline, large-class management, inclusive practices, technology, assessment, difficult behaviour, teacher professionalism and strategies that student teachers can apply during teaching practice.

Key Takeaways

Effective classroom management creates conditions in which teaching and learning can take place with fewer avoidable disruptions.
Clear rules and predictable routines should be established early and applied consistently.
Positive teacher-learner relationships are an important foundation for managing behaviour.
Classroom management should include instructional planning, learner engagement and effective transitions.
Large classes require careful organisation of space, time, groups and learning activities.
Teachers should use appropriate and proportionate responses to learner misbehaviour.
Classroom management should accommodate learners with different abilities, needs and backgrounds.
Good assessment and feedback can improve learner engagement and reduce avoidable classroom disruption.
Teachers should use approved instructional resources and select materials that support the curriculum. (NACCA)
Continuous professional development can strengthen teachers’ classroom management skills.

What Is Classroom Management?

Classroom management refers to the range of practices teachers use to organise learning, manage learner behaviour, establish routines and create an environment that supports effective teaching.

It includes much more than discipline.

A well-managed classroom has clear expectations, organised activities and procedures that help learners understand what they should do. The teacher is able to maintain attention, manage transitions and respond to difficulties without allowing individual incidents to dominate the lesson.

Classroom management also involves instructional management.

Teachers decide how learners will be grouped, how activities will be introduced, how materials will be distributed, how questions will be handled and how much time should be allocated to different activities.

Research conducted in Ahafo Kenyasi describes classroom management as encompassing the teacher’s efforts to oversee learning, social interaction and learner behaviour. The study found that teachers experienced difficulties with some disruptive behaviours and recommended stronger professional development in classroom management. (University of Education, Winneba)

Good classroom management therefore combines behaviour management, instructional management and relationship management.

A teacher who concentrates only on punishment may control some behaviour temporarily without addressing the underlying causes. A stronger approach combines clear expectations with engaging teaching, appropriate support and consistent professional responses.

Why Classroom Management Matters

Classroom management matters because learning requires attention, participation and sufficient instructional time.

When a lesson is repeatedly interrupted, the teacher loses valuable time. Learners may also lose concentration, particularly when interruptions become predictable.

Research from a basic-school setting in Kumasi found that proper classroom management had a significant relationship with effective teaching and learning. The study concluded that appropriate classroom management strategies could improve the teaching and learning process. (University of Education, Winneba)

Management also affects classroom relationships.

Learners need to know what is expected of them and what will happen when expectations are not followed. At the same time, they need to feel that the teacher is fair.

A teacher who applies rules selectively can create resentment. A teacher who changes expectations from one lesson to another can create uncertainty.

Good classroom management creates predictability.

Predictability helps learners understand routines and reduces the amount of instructional time spent explaining basic procedures.

Classroom management also affects teacher wellbeing. A classroom that is consistently difficult to manage can increase teacher stress and reduce the teacher’s ability to concentrate on instruction.

Establish Clear Classroom Rules

Teachers should establish a small number of clear classroom rules.

Rules should describe observable behaviour.

For example, “Raise your hand before speaking” is easier for learners to understand than a broad instruction such as “Behave well.”

Similarly, “Keep your books ready when the lesson begins” gives learners a specific expectation.

Rules should be appropriate to the age of learners.

Younger learners may require simple statements supported by visual reminders. Older learners can participate in discussions about classroom expectations and responsibilities.

Rules should also be applied consistently.

If a behaviour is unacceptable on one day but ignored on another without explanation, learners may become uncertain about expectations.

Teachers should avoid creating unnecessarily long lists of rules.

A few important rules that are consistently reinforced are usually more useful than a long list that nobody remembers.

Establish Classroom Routines

Routines help teachers manage repeated classroom activities efficiently.

A routine can cover how learners enter the classroom, where they keep materials, how they submit assignments, how groups are formed and how lessons end.

For example, a teacher may establish a simple beginning-of-lesson routine:

Learners enter quietly.
Books and materials are prepared.
The previous lesson is briefly reviewed.
The learning objective is introduced.
The main activity begins.

The value of routines lies in repetition.

Once learners understand the procedure, the teacher does not need to give the same lengthy instructions every day.

Routines are particularly useful in large classrooms.

They can reduce unnecessary movement and help teachers maintain control of transitions.

Research on early childhood classrooms in Ghana found that clear routines, positive reinforcement and classroom organisation were among strategies used by teachers to support effective classroom management. (University of Education, Winneba)

Build Positive Teacher-Learner Relationships

Teacher-learner relationships influence classroom behaviour.

Learners are more likely to respond positively to teachers who treat them fairly, communicate respectfully and show genuine interest in their learning.

A positive relationship does not mean that the teacher should remove all boundaries.

Professional boundaries remain necessary.

The teacher can be warm and approachable while maintaining clear expectations.

Teachers should learn learners’ names, listen to their concerns and recognise improvement.

They should also avoid humiliating learners in front of their classmates.

Research involving teachers in Ghana has identified good teacher-student relationships as one of the practices used in classroom management, even where teachers faced challenges such as large classes, indiscipline and inadequate instructional resources. (University of Education, Winneba)

A respectful classroom relationship can make correction easier because learners understand that correction is directed at behaviour rather than personal worth.

Use Positive Reinforcement

Positive reinforcement involves recognising desirable behaviour or effort.

The teacher may acknowledge a learner for completing an assignment, participating appropriately, helping a group or showing improvement.

Reinforcement does not always have to involve material rewards.

A simple acknowledgement can be effective.

Examples include:

“Your group followed the instructions carefully.”
“You improved your explanation.”
“Thank you for waiting for your turn.”
“I noticed that you corrected your work.”

The important point is specificity.

Instead of saying “Good boy” or “Good girl” without explanation, the teacher can identify the behaviour that deserves recognition.

Research in Ghanaian early childhood settings has identified positive reinforcement, clear instructions and prompt feedback as useful classroom strategies, including in larger classes. (University of Education, Winneba)

Give Clear Instructions

Unclear instructions can create unnecessary classroom disruption.

Before beginning an activity, teachers should ensure that learners understand:

What they are expected to do
How they should do it
How much time they have
What materials they need
What they should produce
What they should do when they finish

For younger learners, instructions may need to be broken into smaller steps.

Teachers should avoid giving several complicated instructions at once.

A useful approach is to give the first instruction, confirm understanding and then proceed.

Teachers can also ask a learner to repeat the instruction in their own words.

This allows the teacher to identify misunderstanding before the activity begins.

Clear instructions are particularly important when learners are working in groups because confusion can quickly become noise and movement.

Manage Classroom Transitions

Transitions occur whenever learners move from one activity to another.

Examples include moving from explanation to group work, from group work to individual exercises or from one subject to another.

Poorly managed transitions can consume several minutes of instructional time.

Teachers should establish procedures for common transitions.

For example, the teacher can use a consistent signal to indicate that learners should stop talking and listen.

Materials should also be prepared before an activity begins whenever possible.

If learners must wait while the teacher searches for materials, unnecessary movement and conversation can develop.

Transitions should be planned as part of the lesson rather than treated as an interruption to teaching.

Use Active Learning to Reduce Disruption

Learner engagement is an important part of classroom management.

Learners who are consistently passive may lose concentration, particularly during long periods of teacher explanation.

Teachers can introduce activities that require learners to think, discuss, practise, demonstrate or solve problems.

Depending on the subject, teachers can use:

Think-pair-share activities
Group discussions
Problem-solving tasks
Demonstrations
Role play
Practical activities
Short quizzes
Peer explanation
Learner presentations
Question-and-answer activities

Active learning does not mean that learners should be active at every moment.

Direct instruction remains useful.

The important point is to vary instructional approaches according to the learning objective and the needs of the learners.

NaCCA’s curriculum work emphasises curriculum standards, core competences and learning resources that support effective teaching and learning. (NACCA)

Classroom Management in Large Classes

Large classes are a significant challenge for some Ghanaian teachers.

When there are many learners in one classroom, individual attention becomes more difficult.

Research in Ghanaian early childhood centres found that large class sizes and teacher-learner ratios could affect communication, interaction and classroom management. The study also identified clear instructions, positive reinforcement and prompt feedback as useful strategies. (University of Education, Winneba)

Teachers working with large classes should therefore organise learners deliberately.

Group work can help distribute participation.

Teachers can assign group leaders or other responsibilities where appropriate.

Seating arrangements should allow the teacher to move around the classroom and observe learners.

The teacher should also use short, clear instructions.

Another useful strategy is to establish procedures for collecting books, distributing materials and submitting assignments.

Teachers should avoid assuming that large classes must automatically become unmanageable.

Organisation cannot eliminate every difficulty, but it can reduce unnecessary disruption.

Manage Disruptive Behaviour Calmly

Disruptive behaviour should be addressed promptly and appropriately.

The teacher should first identify what is happening.

Not every disturbance requires a major confrontation.

A learner who is talking during an explanation may simply need a quiet reminder.

Repeated or serious behaviour may require a more formal response.

Teachers should avoid reacting emotionally.

Shouting can sometimes stop a behaviour temporarily, but repeated shouting can also increase tension in the classroom.

A calmer approach allows the teacher to maintain authority without turning the incident into a public confrontation.

The teacher should also distinguish between minor disruption and serious misconduct.

The response should be proportionate to the behaviour and consistent with school policy.

Where a matter requires further intervention, the teacher should follow the school’s established procedures.

Use Proximity and Non-Verbal Signals

Teachers do not always need to stop teaching to correct behaviour.

Proximity can be useful.

A teacher may move closer to a learner who is becoming distracted while continuing the lesson.

Eye contact, a hand signal or a pause can also communicate an expectation without interrupting the entire class.

These strategies are particularly useful when the behaviour is minor.

They allow the teacher to preserve lesson flow.

However, non-verbal strategies should not be used when a situation requires direct intervention.

Teachers should exercise professional judgement.

Use Group Work Carefully

Group work can improve participation, but it requires organisation.

Teachers should establish the purpose of the activity before learners begin.

Each group should understand what it has to produce.

Where appropriate, roles can be assigned.

For example:

Group leader
Recorder
Presenter
Timekeeper
Materials manager

Roles can rotate so that the same learners do not always lead.

Teachers should also move around the room during group activities.

This allows them to monitor participation and identify difficulties.

Group work should not become an opportunity for a few learners to do all the work while others remain passive.

Assessment can include individual accountability where appropriate.

Manage Classroom Noise

Noise is not automatically a sign of poor classroom management.

Some learning activities require discussion.

The issue is whether the noise is appropriate to the activity.

Teachers can establish different expectations for different activities.

For example, individual work may require quiet concentration, while group discussion may involve controlled conversation.

Teachers should make the distinction clear.

A useful classroom signal can indicate when discussion should stop.

Teachers should also avoid repeatedly shouting over learners.

If the class becomes too noisy, pausing the activity and waiting for attention can sometimes be more effective.

Use Classroom Seating Strategically

Seating arrangements influence interaction.

The traditional arrangement of desks in rows may be useful for individual work and examinations.

Groups may be more appropriate for collaborative activities.

A semicircular or U-shaped arrangement can support discussion where classroom space permits.

Teachers should consider the physical characteristics of the room.

Seating should allow learners to see instructional materials and allow the teacher to move around safely.

Learners who require additional support should also be positioned appropriately.

Seating should not be used to permanently isolate learners who experience behavioural difficulties.

The objective is to create conditions that support participation and learning.

Classroom Management for Inclusive Education

An inclusive classroom contains learners with different abilities, learning needs, backgrounds and experiences.

Teachers should therefore avoid assuming that one management strategy will work equally well for every learner.

Clear routines can benefit learners who need predictability.

Visual instructions may help learners who struggle to follow lengthy verbal explanations.

Additional time or modified activities may be necessary in appropriate circumstances.

Teachers should also avoid labelling learners publicly.

A learner’s difficulty should be addressed professionally rather than turned into a source of embarrassment.

Inclusive classroom management requires teachers to maintain high expectations while providing appropriate support.

Classroom Management and Assessment

Assessment can influence classroom behaviour.

When learners understand what they are learning and receive regular feedback, they are more likely to remain engaged.

Teachers should therefore make assessment part of instruction.

Short formative assessment activities can reveal whether learners understand the lesson.

These may include questions, short written responses, demonstrations, exit tickets or brief exercises.

NaCCA’s assessment function includes developing learning standards and guidelines for assessing learner performance and reviewing assessment activities such as school-based assessment, BECE and WASSCE. (NACCA)

Teachers should use assessment information to adjust teaching.

If a large number of learners have misunderstood a concept, continuing without clarification can create frustration and further disengagement.

Use Teaching and Learning Resources Effectively

Instructional resources can support classroom management when they are carefully selected and prepared.

Learners are more likely to remain engaged when materials directly support the learning activity.

Resources can include textbooks, charts, manipulatives, models, digital materials, worksheets and locally available materials.

Teachers should prepare resources before the lesson.

A teacher who spends several minutes looking for materials while learners wait creates an opportunity for distraction.

NaCCA regulates instructional resources for pre-tertiary institutions and maintains an approved instructional resources registry. The system is intended to help stakeholders verify materials approved for use in schools. (NACCA)

Teachers should therefore use appropriate materials that align with the curriculum.

Classroom Management and Digital Technology

Digital technology can support classroom management when used deliberately.

Teachers may use presentations, digital quizzes, videos, simulations and other appropriate learning resources.

However, technology can also become a source of distraction.

Teachers should establish clear expectations before learners use devices.

Where learners use phones, tablets or computers, the teacher should specify:

When the device may be used.
What application or resource should be opened.
What learners should produce.
When devices should be put away.
What happens if the device is used for unrelated activities.

Digital tools should serve the learning objective.

NaCCA recognises e-learning materials among instructional resources subject to its regulatory framework for pre-tertiary education. (NACCA)

Use Positive Discipline

Positive discipline focuses on teaching learners appropriate behaviour while maintaining reasonable boundaries.

The teacher explains expectations, corrects behaviour and helps learners understand consequences.

This approach requires consistency.

A learner should know what behaviour is expected and what response follows when the expectation is repeatedly ignored.

Discipline should also be educational.

The goal is to help learners develop responsibility and self-control.

Teachers should avoid humiliating learners.

They should also follow the rules and professional expectations of their school and the wider education system.

The National Teaching Council has responsibility for regulating the teaching profession and developing the National Teachers’ Standards and professional practice framework. (National Tea Council)

Handle Persistent Behaviour Problems

Some behaviour problems require more than a quick classroom correction.

When a behaviour is repeated, the teacher should try to identify the pattern.

Questions may include:

When does the behaviour occur?
Which activities trigger it?
Is the learner struggling academically?
Is the learner seeking attention?
Does the behaviour occur with particular peers?
Has the learner understood the classroom expectation?

The teacher should document significant concerns where necessary.

Communication with the appropriate school authority or parents may also be required.

The purpose should be to solve the problem rather than simply punish the learner.

Where a learner requires specialised support, the teacher should seek assistance through the school’s appropriate structures.

Work With Parents and the School Community

Classroom management is not entirely the responsibility of the classroom teacher.

Parents and guardians can provide information that helps teachers understand learner behaviour.

School leaders can also support teachers when behaviour problems exceed the teacher’s immediate authority.

Communication should remain professional.

Teachers should avoid contacting parents in anger or making accusations without evidence.

Where a problem is serious, the teacher should use the school’s established reporting procedures.

A coordinated approach can be more effective than isolated action by individual teachers.

Research in Ghana has identified limited parental involvement as one factor that can make classroom management more difficult in some contexts. (University of Education, Winneba)

Time Management as a Classroom Management Strategy

Poor time management can create behavioural problems.

When a lesson begins late, activities are poorly sequenced or transitions take too long, learners may become restless.

Teachers should therefore plan realistic lesson timings.

A lesson can be divided into:

Introduction
Prior knowledge activation
Main teaching and learning activity
Practice
Assessment
Closure

The teacher should also allow some flexibility.

Not every lesson will proceed exactly according to plan.

If learners require additional explanation, the teacher should adjust appropriately.

Good time management is therefore about managing instructional priorities rather than racing through a lesson.

Classroom Management for Student Teachers

Student teachers often find classroom management difficult because they are still developing professional confidence.

The first step is observation.

Before attempting to change classroom routines, student teachers should understand how the school and mentor teacher operate.

They should observe how experienced teachers introduce lessons, manage transitions, respond to questions and correct behaviour.

Student teachers should then begin with manageable strategies.

These include clear instructions, predictable routines, movement around the classroom, positive reinforcement and appropriate questioning.

Feedback from mentors and supervisors should be used to improve practice.

Research on Ghanaian teacher education has repeatedly highlighted the importance of practical experience and professional support in developing teaching competence.

Teaching practice should therefore be treated as an opportunity to develop classroom management gradually.

Common Classroom Management Mistakes Teachers Should Avoid

Several practices can weaken classroom management.

One is inconsistency.

If rules are enforced only when the teacher is angry, learners may not take them seriously.

Another is excessive punishment.

Frequent punishment can create resentment without teaching learners the behaviour expected of them.

A third mistake is poor lesson preparation.

When a lesson lacks clear activities, learners may become disengaged.

Another problem is public humiliation.

Correcting a learner does not require attacking the learner’s character.

Teachers should also avoid threats they cannot enforce.

If a teacher repeatedly threatens consequences and never follows through, classroom authority can weaken.

Finally, teachers should avoid treating every behaviour problem in exactly the same way.

Professional judgement is necessary.

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

➡ Related: How to Become a Professional Teacher in Ghana

A Practical Classroom Management Framework for Ghanaian Teachers

A useful framework is Prepare, Prevent, Participate, Respond and Reflect.

Prepare

Plan the lesson, materials, seating arrangements and transitions before learners arrive.

Prevent

Establish clear expectations and routines that reduce avoidable disruption.

Participate

Keep learners actively involved through appropriate questioning, discussion, practice and assessment.

Respond

Address inappropriate behaviour calmly, consistently and proportionately.

Reflect

After the lesson, identify what worked, what failed and what should change.

This framework can be applied across basic and secondary education, although individual strategies should be adapted to learners’ age, subject, classroom conditions and school policies.

➡ Related: Teaching Practice in Ghana: Requirements and Guidelines

➡ Related: Supported Teaching in School in Ghana: Complete Guide

Classroom Management Checklist for Teachers

Before a lesson, teachers can ask:

Is the learning objective clear?
Are the required materials ready?
Is the classroom appropriately arranged?
Do learners understand the expected behaviour?
Are instructions simple and clear?
Have transitions been planned?
Is there an activity that requires learner participation?
How will understanding be checked?
How will minor disruption be addressed?
What support may particular learners require?

After the lesson, the teacher can ask:

Did learners understand the lesson?
Which activity generated the strongest participation?
Where did disruption occur?
What caused the disruption?
Did my response work?
Which learners required additional support?
What should I change in the next lesson?

Reflection turns classroom management into a continuous professional learning process.

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

EducateGhana Analysis

Educational Significance

Classroom management should be regarded as part of teaching competence rather than a separate discipline function.

The teacher’s ability to organise learning, establish relationships, manage behaviour and maintain learner engagement directly influences the conditions under which instruction takes place.

Evidence from Ghana supports this connection. Research in Kumasi found classroom management to have an important relationship with effective teaching and learning, while studies in other Ghanaian contexts have identified teacher-learner relationships, positive reinforcement, routines and clear instructions as useful practices. (University of Education, Winneba)

Policy Implications

Teacher education and professional development programmes should give classroom management sufficient attention.

The National Teaching Council is mandated to regulate the teaching profession, regulate initial teacher education, develop professional standards and establish the National Teachers’ Standards. (National Tea Council)

This provides an institutional basis for treating classroom management as part of professional teacher competence.

Teacher development should therefore move beyond theoretical discussion.

Teachers need opportunities to practise classroom management, observe colleagues, receive feedback and examine real classroom cases.

Implementation Considerations

The Ghanaian context requires practical solutions.

Large classes, resource limitations and differing learner needs cannot always be solved by the classroom teacher alone. Research from Ghana has documented the effects of class size and teacher-learner ratios on interaction and classroom management. (University of Education, Winneba)

Schools therefore need supportive leadership, adequate instructional materials and professional development.

Teachers also need strategies that can work under ordinary school conditions.

A classroom management strategy that requires resources unavailable in a particular school is unlikely to be sustainable.

Future Outlook

The future of classroom management in Ghana should increasingly combine effective pedagogy, learner-centred approaches, inclusive practices and appropriate technology.

Professional learning communities can provide teachers with opportunities to discuss classroom problems and share practical solutions.

Digital tools may also support lesson preparation, assessment and learner engagement.

However, technology cannot replace teacher judgement.

The teacher remains responsible for creating an environment in which learners can participate meaningfully and safely.

Why You Can Trust This Information

This article draws on official Ghanaian education institutions and academic research.

NaCCA is legally mandated to develop national curriculum and assessment standards for pre-tertiary education, while its Instructional Resources Directorate oversees the assessment and approval of instructional materials. (NACCA)

The National Teaching Council regulates the teaching profession, regulates initial teacher education, develops the National Teachers’ Standards and establishes professional practice expectations for teachers. (National Tea Council)

The article also draws on research housed in the University of Education, Winneba repository, including studies examining classroom management in Ghanaian basic schools, early childhood centres and secondary schools. (University of Education, Winneba)

Classroom management strategies should nevertheless be adapted to the age of learners, school policies, classroom conditions and the teacher’s professional judgement.

Frequently Asked Questions

1. What is classroom management?

Classroom management is the set of practices teachers use to organise learning, manage learner behaviour, establish routines and create conditions that support effective teaching and learning.

2. What is the most effective classroom management strategy?

There is no single strategy that works in every classroom. Clear expectations, consistent routines, positive teacher-learner relationships, engaging instruction and proportionate responses to inappropriate behaviour provide a strong foundation.

3. How can teachers manage large classes in Ghana?

Teachers can use clear routines, organised seating, group structures, concise instructions, learner responsibilities, active learning and efficient procedures for distributing and collecting materials.

4. How can a teacher reduce classroom noise?

Teachers should distinguish between productive discussion and disruptive noise. Clear expectations, established signals, well-planned activities and efficient transitions can reduce unnecessary noise.

5. How should teachers handle disruptive learners?

Teachers should respond calmly and proportionately. Minor disruption may require a quiet correction, while repeated or serious behaviour may require documentation and intervention according to school procedures.

6. Why are classroom routines important?

Routines make repeated activities predictable. They reduce the amount of time teachers spend giving the same procedural instructions and can help learners understand what is expected.

7. Does classroom management involve discipline only?

No. It includes instructional planning, classroom organisation, learner engagement, relationships, routines, assessment and behaviour management.

8. How can student teachers improve classroom management?

Student teachers should observe experienced teachers, practise clear instructions, establish simple routines, seek mentor feedback and reflect on classroom experiences during teaching practice.

9. How does class size affect classroom management?

Large classes can make individual attention, communication and interaction more difficult. Ghanaian research has found relationships between large class sizes, teacher-learner ratios and classroom management challenges. (University of Education, Winneba)

10. Can technology improve classroom management?

Yes, when used appropriately. Digital quizzes, presentations and other learning resources can support engagement, but teachers should establish clear rules for device use.

11. What role does positive reinforcement play?

Positive reinforcement recognises appropriate behaviour, effort or improvement. It can encourage learners to repeat desirable behaviours.

12. How important are teacher-learner relationships?

They are important because respectful relationships can support trust, cooperation and learner engagement. Research in Ghana has identified teacher-student relationships as one classroom management practice used by teachers. (University of Education, Winneba)

13. Should teachers use punishment for every classroom problem?

No. Classroom problems differ in seriousness and cause. Teachers should use appropriate and proportionate responses consistent with professional standards and school policy.

14. How can classroom management support inclusive education?

Teachers can use predictable routines, clear instructions, flexible learning activities and appropriate support for learners with different abilities and needs.

15. What should a teacher do when classroom management strategies are not working?

The teacher should reflect on the behaviour, lesson design, classroom environment and learner needs. Where necessary, the teacher should seek support from colleagues, school leaders, parents or appropriate professional structures.

➡ Related: Inclusive Education in Ghana: Complete Guide

➡ Related: Special Education in Ghana: Programmes and Career Opportunities

Conclusion

Effective classroom management is central to quality teaching in Ghana.

It involves much more than controlling learner behaviour. It includes preparing effective lessons, establishing routines, communicating clear expectations, managing transitions, engaging learners, maintaining professional relationships and responding appropriately when difficulties arise.

The realities of Ghanaian classrooms make these skills particularly important. Research has identified large class sizes, limited resources, inadequate professional development and other contextual factors that can affect classroom management. (University of Education, Winneba)

Teachers can nevertheless strengthen classroom management through practical and consistent approaches. Clear routines, positive reinforcement, active learning, appropriate seating, good time management, effective assessment and respectful correction can make classrooms more orderly and productive.

For student teachers, classroom management should become part of professional development from the beginning of teaching practice. For practising teachers, it should remain an area of continuous reflection and improvement.

Ultimately, effective classroom management creates the conditions in which learners can concentrate, participate and make progress.

➡ Related: Teaching Practice in Ghana: Requirements and Guidelines

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

Editor’s Recommendation

➡ Teacher Education and Training in Ghana: Complete Guide

➡ Teaching Practice in Ghana: Requirements and Guidelines

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Inclusive Education in Ghana: Complete Guide

➡ Curriculum and Assessment in Ghana: Complete Guide

About the Author

References

Ampofo, O. A. A. (2020). Classroom management practices of basic school teachers in Ahafo Kenyasi in the Asutifi North District [Master’s dissertation, University of Education, Winneba]. University of Education, Winneba Institutional Repository. (University of Education, Winneba)

Ansah, E. (2024). Classroom management strategies of teachers in early childhood centres in the Juaboso District [Master’s thesis, University of Education, Winneba]. University of Education, Winneba Institutional Repository. (University of Education, Winneba)

Kwarteng, A. (2016). The impact of classroom management on effective teaching and learning: A case study at Agric Circuit in Kumasi Metropolis [Research work, University of Education, Winneba]. University of Education, Winneba Institutional Repository. (University of Education, Winneba)

National Council for Curriculum and Assessment. (2026). Instructional Resources Directorate. NaCCA. (NACCA)

National Council for Curriculum and Assessment. (2026). Who we are. NaCCA. (NACCA)

National Teaching Council. (2026). National Teaching Council of Ghana. (National Tea Council)

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Suggested Citation:

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CAGD Ghana Card Payroll Verification 2026: Government Workers Face September 15 Deadline

Ferdinand Ellis

August 26, 2026

CAGD directs affected government workers to verify Ghana Card NIA numbers on payroll by September 15, 2026. See what GES teachers and other workers must do.

Article Information

Item	Details
Article Type	News / Public Service Information
Primary Keyword	CAGD Ghana Card Payroll Verification 2026
Date	August 2026
Institution	Controller and Accountant-General’s Department (CAGD)
Affected Group	Government of Ghana payroll employees
Deadline	September 15, 2026
Key Issue	Ghana Card/NIA number verification on payroll
Source	CAGD Circular No. 305/26, dated August 24, 2026
Publication	EducateGhana.com

Key Takeaways

CAGD has directed affected government employees to verify their Ghana Card/NIA numbers captured on the Government of Ghana payroll.
The directive follows discrepancies identified between payroll records and information held by the National Identification Authority (NIA).
Some employees reportedly have incorrect or missing NIA numbers on the payroll system.
The deadline for the verification exercise is September 15, 2026.
Employees with unresolved NIA details after the deadline risk salary suspension, according to the circular.
Affected employees are expected to work through their Human Resource offices to correct their payroll information.
CAGD says the physical Ghana Card is not required for the correction process. The relevant NIA number is required for validation.

CAGD Directs Government Workers to Verify Ghana Card Numbers on Payroll

The Controller and Accountant-General’s Department (CAGD) has directed government employees affected by discrepancies in their Ghana Card information to take steps to ensure that their National Identification Authority (NIA) numbers are correctly captured on the Government of Ghana payroll system.

The directive forms part of efforts to improve the integrity of the public sector payroll and strengthen the verification of employee records.

According to CAGD Circular No. 305/26 dated August 24, 2026, the Department’s E-Payslip system has identified cases in which the NIA numbers recorded on the payroll do not correspond with the records held by the National Identification Authority.

The exercise is therefore particularly important for government workers who have experienced difficulties accessing their electronic payslips or who suspect that their Ghana Card details may not have been correctly captured.

What Has CAGD Discovered?

The payroll verification exercise has identified a number of problems relating to employees’ NIA information.

These include cases where:

The NIA number on the payroll does not match the employee’s actual NIA record.
An employee has no NIA number captured on the payroll.
An employee’s E-Payslip access is affected by discrepancies in the identification information.

The discrepancies have prompted CAGD to require affected employees to have their records checked and corrected through the appropriate administrative channels.

What Should Employees With Incorrect NIA Details Do?

Government workers who discover that their Ghana Card information is missing or incorrectly captured on the payroll have been advised to contact their institution’s Human Resource office.

The correction process involves the employee informing the relevant HR authority of the problem so that the necessary application can be submitted to CAGD.

Where a correction is required, the application is expected to include the appropriate authorisation from the Head of Institution before being forwarded for validation and updating.

Employees should therefore avoid attempting to resolve payroll identification problems through unofficial channels.

Is the Physical Ghana Card Required?

One important aspect of the directive concerns the physical Ghana Card.

According to the information contained in the CAGD circular, employees do not need to submit a physical copy of the Ghana Card as part of this particular payroll verification process.

The critical information is the employee’s correct NIA number, which can be validated against the National Identification Authority’s records.

Employees should nevertheless keep their Ghana Card and identification information available in case their HR department requires confirmation during the correction process.

September 15, 2026 Is the Deadline

The deadline set for resolving the affected payroll identification issues is September 15, 2026.

Government employees whose NIA information remains unresolved after the deadline could face suspension of salary, according to the directive.

This makes the exercise particularly important for workers who have already encountered difficulties accessing their E-Payslip accounts.

Employees are therefore encouraged to begin the verification process early rather than waiting until the final days of the exercise.

How the Directive Affects GES Teachers

The directive is particularly relevant to teachers and other personnel employed through the Ghana Education Service (GES) because GES employees are paid through the Government of Ghana payroll system.

Teachers who suspect that their Ghana Card information is incorrect or missing from their payroll records should contact the appropriate District, Municipal, Metropolitan or Regional Human Resource office, depending on their administrative arrangements.

A teacher should have the following information readily available when reporting a problem:

Correct Ghana Card/NIA number
Employee or staff identification details
Current payslip, where available
Relevant personal information required by the HR office

The HR office can then advise the employee on the specific documentation required for the correction.

Why the Ghana Card Verification Matters

The Ghana Card has become an important component of government identification and verification systems.

For payroll administration, accurate identification information helps CAGD establish that the person appearing on the payroll corresponds with a valid identity record.

Payroll verification can also help government agencies identify inconsistencies in employee records and improve the accuracy of salary administration.

For individual employees, however, the immediate concern is straightforward. An incorrect identification number can create administrative problems that may affect access to payroll services.

Employees should therefore treat the verification of their NIA details as a payroll responsibility.

What Employees Should Check

Before the deadline, government workers should establish whether their NIA number is correctly captured in their payroll records.

A simple checklist is useful:

Payroll Verification Checklist

1. Check your NIA number

Confirm the number associated with your Ghana Card.

2. Check your payroll record

Where possible, confirm that the NIA number recorded on the payroll corresponds with your actual number.

3. Check your E-Payslip access

If you have experienced difficulty accessing your E-Payslip, contact your HR office to determine whether an identification mismatch is responsible.

4. Report discrepancies

Do not ignore an incorrect or missing NIA number.

5. Contact HR early

Give your HR office enough time to process any correction before the September 15 deadline.

What Happens If Your NIA Number Is Wrong?

Employees should not assume that a minor error is harmless.

An incorrect digit, missing number or mismatch between payroll information and the NIA database can prevent the systems from correctly validating an employee.

If a discrepancy is identified, the employee should report it through the appropriate institutional HR channel.

The correction should then be processed through the prescribed administrative procedure.

Frequently Asked Questions

Does the directive affect only teachers?

No. The directive applies to affected employees on the Government of Ghana payroll. This includes personnel working under various government institutions, including GES and other public-sector establishments.

What if my Ghana Card number is already correct?

If your payroll information has already been correctly captured and there is no discrepancy, you may not need to request a correction. Employees should nevertheless follow any verification instructions issued by their institution.

Do I have to submit my physical Ghana Card to CAGD?

The directive indicates that physical Ghana Card submission is not required for this particular process. The relevant NIA number is used for validation.

What should I do if my NIA number is missing from the payroll?

Contact your Human Resource office immediately and request guidance on the prescribed correction process.

Can I correct the information personally on the E-Payslip portal?

Payroll records requiring official correction should be handled through the appropriate HR and CAGD procedures. Employees should not attempt to alter official payroll information through unofficial means.

What is the deadline?

The stated deadline is September 15, 2026.

What happens after September 15?

According to the directive, affected employees whose NIA information remains unresolved may have their salaries suspended.

Important Advice to Government Employees

Employees should not wait until September 15 to investigate a possible payroll identification problem.

The safest approach is to check the information early, report any discrepancy to the relevant HR office and complete any documentation required for the correction.

For GES teachers, this means contacting the appropriate HR authority through the established administrative structure.

The responsibility for correcting an official payroll record may involve several administrative stages, so early action can help prevent avoidable delays.

Conclusion

The CAGD Ghana Card Payroll Verification 2026 exercise is an important payroll administration measure affecting government employees whose NIA information is missing or does not correspond with their National Identification Authority records.

With September 15, 2026 set as the deadline, affected workers should verify their information and report discrepancies to their Human Resource offices as soon as possible.

For teachers and other GES employees, checking the accuracy of their NIA information should be treated as part of their normal payroll compliance responsibilities.

Employees who have already identified a discrepancy should not wait until the deadline.

Source

Controller and Accountant-General’s Department (CAGD), Circular No. 305/26, dated August 24, 2026.

Teaching Practice in Ghana: Requirements and Guidelines

Ferdinand Ellis

August 26, 2026

Teaching Practice in Ghana: Requirements and Guidelines

Learn the requirements and guidelines for teaching practice in Ghana, including STS, school placement, supervision, assessment and student teacher duties.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Teacher Education and Training
Cluster	Teaching Practice and Practicum
Article Type	Pillar Article
Country	Ghana
Main Focus	Teaching practice, STS, requirements, supervision and assessment
Target Audience	Student teachers, teacher trainees, mentors, tutors and educators
Education Levels	Teacher Education and Basic Education
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and academic sources
Primary Institutional Source	University of Education, Winneba
Supporting Sources	UEW Institutional Repository and teacher education research
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Teaching practice is a central part of professional teacher preparation in Ghana. It gives student teachers an opportunity to move beyond college or university classrooms and apply professional knowledge in actual school environments.

For students pursuing teacher education, school-based practice provides an opportunity to develop classroom management, lesson planning, instructional delivery, assessment, communication and reflective practice skills. It also allows student teachers to observe experienced teachers and learn how professional decisions are made in real classrooms.

The organisation of school-based teacher preparation in Ghana has changed considerably with the introduction of the Bachelor of Education curriculum and the Supported Teaching in Schools (STS) programme. STS places school experience at the centre of teacher preparation and enables student teachers to apply knowledge and skills developed through their college-based training.

Teaching practice should therefore be understood within the broader professional preparation system. The exact arrangements, duration, placement procedures, assessment instruments and supervision requirements may vary according to the programme and institution.

This guide explains teaching practice in Ghana, including its meaning, requirements, school placement, preparation, supervision, assessment, responsibilities of student teachers and mentors, common challenges and practical guidelines for successful participation.

Key Takeaways

Teaching practice provides student teachers with supervised experience in real school settings.
Ghana’s current B.Ed. teacher education system incorporates Supported Teaching in Schools (STS) as a major practice-based component.
Student teachers are expected to connect professional knowledge with actual classroom practice.
School placement normally involves collaboration among teacher education institutions, partner schools, mentors and supervisors.
Student teachers are expected to prepare lessons, teach, assess learners, reflect on their practice and respond to professional guidance.
Mentors and college or university supervisors play important roles in supporting and assessing student teachers.
Teaching practice should be treated as professional learning rather than simply a period of classroom teaching.
Requirements can vary by institution and programme, so students should follow the current handbook and instructions issued by their institution.

What Is Teaching Practice?

Teaching practice is the period during teacher education when student teachers gain supervised experience in actual school settings.

Traditionally, the term has been used to describe the practical component of teacher preparation in which trainees are placed in schools and assessed on their ability to apply professional knowledge.

Academic research on Colleges of Education in Ghana describes teaching practice as an opportunity for student teachers to develop and evaluate their professional competencies within actual classroom environments.

The purpose goes beyond teaching individual lessons.

Student teachers are expected to learn how schools function, understand learners, interact with colleagues, prepare instructional materials, manage classrooms and reflect on their professional development.

The school therefore becomes an important site for professional learning.

The current STS approach strengthens this relationship by placing supported school experience at the heart of the B.Ed. programme. UEW describes STS as a means through which student teachers apply and develop knowledge, skills and understanding acquired through college-based training.

Teaching Practice and Supported Teaching in Schools

The terminology used in Ghanaian teacher education has evolved.

The expression teaching practice remains widely used by students, teachers and the public. However, the B.Ed. curriculum introduced the Supported Teaching in Schools model to provide a more continuous and structured relationship between teacher education institutions and schools.

UEW’s Department of Internship and Supported Teaching in Schools states that it oversees STS for the university’s relevant departments and affiliated Colleges of Education. It also monitors STS activities in affiliated Colleges and partnership schools.

The distinction is important.

Traditional teaching practice may be understood primarily as a period during which a student teacher teaches and is assessed.

STS places greater emphasis on supported professional learning.

Student teachers observe, participate, teach, receive feedback, reflect and gradually develop professional competence.

This makes school experience an integral part of the teacher education curriculum rather than an isolated exercise at the end of training.

Why Teaching Practice Is Important

Teaching practice helps student teachers connect educational theory with classroom realities.

A student may study lesson planning at college, for example, but classroom experience reveals the practical decisions involved in selecting learning activities, responding to unexpected questions and managing different levels of learner participation.

Practice also develops professional judgement.

Teachers regularly make decisions about pacing, questioning, grouping, assessment, classroom behaviour and learning resources.

These decisions cannot be learned entirely from textbooks.

Teaching practice also allows student teachers to receive professional feedback.

A mentor or supervisor can observe a lesson and identify strengths and areas requiring improvement.

Research conducted at St. Joseph’s College of Education, Bechem, found that student teachers generally considered teaching practice effective in developing professional competencies. The study also examined supervision, duration and school-community relationships as important dimensions of the experience.

Who Participates in Teaching Practice?

Teaching practice involves several groups.

Student Teacher

The student teacher is the principal learner in the practice process.

The trainee is expected to participate actively, teach assigned lessons, prepare professional records and respond to feedback.

Mentor

The mentor is an experienced teacher in the partnership school who provides guidance and professional support.

Mentoring can involve lesson observation, discussion, feedback, demonstration and advice.

College or University Supervisor

A tutor or lecturer may visit the student teacher, observe teaching and provide professional feedback.

The supervisor also helps connect the student’s school experience with the expectations of the teacher education programme.

School Head

The headteacher or school leadership provides the institutional environment in which the student teacher works.

School leaders may assist with placement, timetabling, discipline and professional integration.

STS Coordinator

In institutions operating STS, the coordinator helps organise school placements, documentation, supervision and other programme activities.

UEW’s current structure includes responsibilities for placement, mentor training, supervision and monitoring of STS activities.

Requirements for Teaching Practice in Ghana

The exact requirements depend on the teacher education institution and programme.

However, student teachers are generally expected to satisfy institutional requirements before entering or completing school-based practice.

These may include:

Being properly enrolled in the relevant teacher education programme.
Completing required courses or preparatory activities.
Participating in orientation or pre-practice seminars.
Accepting an approved school placement.
Maintaining appropriate professional conduct.
Preparing lesson plans or other required teaching documents.
Participating in school activities as required.
Keeping the required record book or portfolio.
Participating in supervision and mentoring.
Completing required teaching and assessment activities.
Submitting required records and assignments.
Completing the required assessment process.

Students should not assume that requirements are identical across all institutions.

The institution’s current handbook, STS manual, internship guide or departmental instructions should be treated as the controlling document.

UEW, for example, organises pre-internship seminars, student placement and distribution of internship documentation as part of its school-based professional preparation processes.

School Placement for Teaching Practice

School placement is an important part of the practice process.

A student teacher should normally be placed in a school that provides a suitable environment for the intended teaching experience.

Placement arrangements are generally coordinated by the teacher education institution in collaboration with partner schools.

Students should not independently choose or change their placement without permission from the responsible institution.

UEW’s Department of Internship and Supported Teaching in Schools specifically organises placement in partner schools and maintains relationships with placement officers and participating schools.

Placement should consider factors such as:

Programme requirements
Teaching level
Subject or specialisation
Availability of mentors
School suitability
Location
Institutional arrangements
Supervision requirements

A good placement should provide meaningful opportunities for the student teacher to participate in school life.

Orientation Before Teaching Practice

Orientation should take place before a student teacher begins full participation in the school environment.

Orientation helps trainees understand their responsibilities and professional expectations.

Topics may include school rules, professional conduct, lesson preparation, classroom management, assessment, documentation, supervision and communication with mentors.

UEW has organised STS orientation activities to explain the responsibilities of students and lecturers and the expectations associated with entering partner schools.

A student teacher should use the orientation period to clarify uncertainties.

It is better to understand the required documentation and assessment process before beginning school activities.

Students should also familiarise themselves with the school timetable, curriculum, learner characteristics and available teaching resources.

Lesson Planning During Teaching Practice

Lesson planning is one of the most important professional activities during teaching practice.

A lesson plan provides a structured outline of what the teacher intends learners to achieve and how the lesson will be conducted.

A good lesson plan should align the learning objectives, teaching activities, learning resources and assessment.

The student teacher should understand the curriculum content before preparing a lesson.

The plan should also account for the actual learners in the classroom.

A lesson designed for a particular group of learners may need modification when classroom circumstances change.

Student teachers should therefore avoid treating lesson plans as rigid scripts.

The purpose of planning is to improve instructional decision-making.

During supervision, the lesson plan also provides evidence that the student teacher has thought carefully about the intended learning process.

Teaching and Classroom Management

Teaching practice requires student teachers to develop the ability to manage learning activities effectively.

Classroom management includes establishing expectations, organising activities, maintaining learner participation and responding appropriately to disruptions.

Good classroom management does not depend entirely on punishment.

Clear instructions, engaging learning activities, appropriate pacing and respectful relationships can reduce many classroom difficulties.

Student teachers should also learn to recognise differences among learners.

Some learners may require additional explanation, while others may benefit from extension activities.

The teacher must therefore balance whole-class instruction with appropriate individual and group support.

The classroom should remain a place where learners can participate without fear or unnecessary intimidation.

Assessment During Teaching Practice

Assessment forms an important part of teaching.

Student teachers should learn to use assessment to determine whether learners are achieving the intended learning outcomes.

Assessment may take place during or after a lesson.

Examples include oral questioning, class exercises, observation, practical activities, quizzes, assignments and other approved assessment methods.

The important issue is alignment.

The assessment should measure the knowledge, skills or understanding that the lesson intended to develop.

Student teachers should also learn to use assessment information to improve subsequent teaching.

If many learners misunderstand a concept, the appropriate response may be to revisit the concept rather than simply move to the next topic.

This makes assessment part of the teaching and learning process.

Accra College of Education (AcCE): Complete Profile, Admission, Courses, Fees, History and Campus Guide (2026)

Teaching Practice Records and Portfolio

Documentation is an important part of professional practice.

Depending on the institution, student teachers may be required to maintain an intern record book, teaching records, lesson plans, reflective entries, assessment evidence and other professional documents.

UEW’s internship and STS administration specifically identifies student record books, internship handbooks and related documentation among the materials used in school-based professional experience.

Records should be completed accurately and regularly.

A student should not wait until the end of the placement to reconstruct activities from memory.

Reflective records are particularly useful because they help student teachers identify what happened, why it happened and what could be improved.

This turns documentation into a professional learning tool.

Supervision During Teaching Practice

Supervision provides an important link between the teacher education institution and the practice school.

A supervisor may observe teaching, review lesson preparation, discuss classroom experiences and provide feedback.

Effective supervision should help the student teacher improve.

The supervisor is not simply an examiner looking for mistakes.

The process should identify strengths, explain weaknesses and provide practical guidance.

Research on teaching practice in Ghana identifies supervision as one of the important components of the school-based professional experience.

Current UEW arrangements also involve monitoring STS activities and training supervisors and mentors.

Students should therefore approach supervision as an opportunity for professional development.

The Role of the Mentor Teacher

Mentors are important because they provide day-to-day professional guidance.

A mentor can demonstrate teaching strategies, discuss lesson preparation, observe lessons and provide feedback.

The relationship should be professional and developmental.

Student teachers should be willing to ask questions and accept constructive criticism.

Mentors should also understand that student teachers are still developing their professional competence.

Research on STS implementation in Ghana has identified mentor-mentee relationships as an important factor in the effectiveness of the programme. Challenges reported in research include weak mentor-mentee relationships and inadequate understanding of aspects of STS.

Effective mentoring therefore requires communication, respect and clear expectations.

Responsibilities of the Student Teacher

Student teachers are expected to behave as developing professionals.

Their responsibilities include:

Reporting to school as required.
Observing school rules.
Preparing adequately for lessons.
Teaching assigned lessons.
Using appropriate teaching and learning materials.
Assessing learners.
Keeping required records.
Participating in school activities.
Working respectfully with teachers and school leaders.
Meeting mentors and supervisors as required.
Reflecting on professional experiences.
Responding positively to feedback.
Protecting learner confidentiality.
Maintaining appropriate professional boundaries.

A student teacher should also avoid presenting themselves as a fully qualified teacher when they are still in training.

Professional honesty is part of teacher identity.

Responsibilities of the Mentor

The mentor has a different set of responsibilities.

A mentor should:

Introduce the student teacher to the school environment.
Explain relevant school procedures.
Support lesson preparation.
Observe teaching.
Provide constructive feedback.
Model appropriate professional behaviour.
Help the trainee understand learners.
Encourage reflection.
Communicate significant concerns to the appropriate authority.
Support the student teacher’s professional development.

Mentoring should not become an arrangement in which the mentor simply signs documents.

The quality of professional interaction between mentor and student teacher can influence what the trainee learns from the school experience.

Professional Conduct During Teaching Practice

Student teachers are expected to observe professional standards.

Professional conduct includes punctuality, appropriate appearance, respectful communication and responsible use of school resources.

Trainees should also respect learners.

Humiliation, discrimination, inappropriate physical contact and abusive language have no place in professional teaching.

Student teachers should maintain confidentiality when dealing with learner information.

They should also be careful about photographs, videos and digital communication involving learners.

Professional conduct extends beyond the classroom.

A trainee’s behaviour in the staffroom, school compound and community can influence how the profession and teacher education institution are perceived.

How Teaching Practice Is Assessed

Assessment procedures vary by programme and institution.

However, assessment commonly considers areas such as:

Lesson preparation
Subject matter knowledge
Teaching methods
Communication
Classroom management
Use of teaching and learning resources
Learner engagement
Assessment practices
Professional conduct
Reflective practice
Responsiveness to feedback

The National Teachers’ Standards provide an important professional reference for teacher preparation in Ghana.

Research involving Colleges of Education has examined the relationship between professional knowledge, professional values and professional practice in relation to the NTS.

Students should therefore study the assessment rubric or handbook provided by their institution before beginning teaching practice.

Common Challenges During Teaching Practice

Teaching practice can present challenges.

One common challenge is the difference between what students learn in college and what they encounter in schools.

A trainee may know a teaching method theoretically but find it difficult to implement in a large or mixed-ability class.

Resource limitations can create additional difficulties.

Research on STS implementation in Ghana has identified challenges including geographical and cultural barriers, inadequate teaching aids, negative attitudes, difficulties with assessment and evaluation, limited understanding of STS and weak mentor-mentee relationships.

Time management is another concern.

Student teachers have to prepare lessons, teach, assess learners, complete records and meet institutional requirements.

The solution is not to ignore documentation or reduce teaching preparation.

Good planning helps students manage the workload.

How to Prepare for Teaching Practice

Students can prepare several weeks before reporting to school.

First, read the current teaching practice or STS handbook.

Second, revise the relevant curriculum.

Third, organise lesson preparation materials.

Fourth, understand the assessment criteria.

Fifth, learn how to use available teaching and learning resources.

Sixth, prepare professionally for the school environment.

Students should also practise teaching before entering the school.

Peer teaching can help trainees identify weaknesses in explanation, questioning, classroom movement and time management.

Preparation should include emotional readiness.

Teaching practice can be demanding, particularly during the first few weeks.

Students should expect to learn through observation, mistakes, feedback and repeated practice.

Teaching Practice Checklist for Student Teachers

Before reporting to school, a student teacher should confirm:

This checklist should complement, rather than replace, the official requirements of the student’s institution.

What Student Teachers Should Avoid

Student teachers should avoid several practices that can undermine their professional development.

They should not arrive late without a legitimate reason.

They should not teach without adequate preparation.

They should not ignore mentor feedback.

They should not copy another teacher’s lesson plan without understanding it.

They should not fabricate teaching records.

They should not allow learners to be humiliated or discriminated against.

They should not leave the school without following the required reporting procedure.

They should also avoid treating teaching practice as a formality that only needs to be completed for graduation.

The purpose is to develop competence.

Teaching Practice and Professional Teacher Identity

Teaching practice contributes to the development of professional identity.

A student teacher begins to see the difference between knowing about teaching and being able to teach.

Professional identity develops through interaction with learners, mentors, colleagues, supervisors and the wider school community.

Reflection is particularly important.

A trainee should ask questions such as:

What worked in this lesson?
What did learners understand?
What did they struggle with?
Why did the difficulty occur?
How did I respond?
What would I change next time?

Research on Ghana’s STS programme has identified reflective teaching and lesson planning among the professional competencies developed through school-based experience.

Teaching practice should therefore be viewed as a period of professional formation.

EducateGhana Analysis

Educational Significance

Teaching practice is one of the strongest links between teacher education and actual classroom work.

Teacher education cannot rely entirely on lectures and examinations.

Teachers work with real learners, real curriculum requirements and real school conditions.

School-based professional learning allows student teachers to develop practical judgement while still receiving structured support.

The shift towards STS reinforces this principle by embedding school experience within the B.Ed. curriculum.

Policy Implications

Teacher education policy should continue to treat school-based practice as a central component of professional preparation.

This requires clear institutional responsibilities, suitable partnership schools, trained mentors, competent supervisors and adequate resources.

The quality of teaching practice can be weakened when mentors are overburdened or when students and school personnel do not clearly understand their respective responsibilities.

Research on STS in Ghana has highlighted mentor workload and limited support as areas requiring attention.

Implementation Considerations

Effective implementation requires coordination.

Teacher education institutions need reliable systems for placement, supervision, documentation and assessment.

Partnership schools need clear guidance on their responsibilities.

Mentors need preparation for their roles.

Students need orientation before entering schools.

The assessment system should also reward genuine professional development rather than documentation alone.

Future Outlook

The future of teaching practice in Ghana is likely to depend increasingly on stronger partnerships between teacher education institutions and schools.

Digital tools may also improve supervision, record keeping, mentoring and reflective practice.

However, technology should support professional relationships rather than replace them.

The central purpose should remain the preparation of competent, reflective and ethical teachers who can respond effectively to learners and school contexts.

Why You Can Trust This Information

This article draws on institutional and academic sources relating to teacher education and school-based professional practice in Ghana.

The University of Education, Winneba provides official information on its Department of Internship and Supported Teaching in Schools, including student placement, STS oversight, mentor training, supervision and monitoring.

Academic research from the University of Education, Winneba has also examined teaching practice and STS implementation in Ghanaian Colleges of Education.

Because teaching practice requirements can differ between institutions and programmes, readers should verify specific dates, forms, placement arrangements, assessment requirements and other administrative instructions with their institution.

Frequently Asked Questions

1. What is teaching practice in Ghana?

Teaching practice is a supervised school-based component of teacher education through which student teachers apply professional knowledge and develop classroom competence.

2. Is teaching practice compulsory for student teachers?

School-based professional practice is a core component of teacher education programmes. The specific requirements depend on the programme and institution.

3. What is STS in teacher education?

STS means Supported Teaching in Schools. It is a practice-based component of the B.Ed. curriculum through which student teachers develop and apply professional knowledge and skills in schools with support from mentors and supervisors.

4. What is the difference between teaching practice and STS?

Teaching practice is the broader term commonly used for practical teacher training. STS is the structured school-based approach incorporated into Ghana’s current B.Ed. teacher education system.

5. Who supervises student teachers?

Depending on the programme, supervision may involve college tutors, university lecturers, mentors and other authorised personnel.

6. What does a mentor teacher do?

A mentor supports the student teacher through professional guidance, observation, feedback, modelling and discussion.

7. What documents are needed for teaching practice?

Documents vary by institution but may include an STS or internship handbook, record book, lesson plans, assessment forms and reflective records.

8. How are student teachers assessed?

Assessment may consider lesson preparation, teaching competence, classroom management, assessment, professional conduct, learner engagement and reflective practice.

9. Can a student teacher change the assigned school?

Students should follow the placement procedures of their institution. A change should not normally be made without approval from the appropriate authority.

10. Why is teaching practice important?

It helps student teachers connect educational theory with classroom practice and develop professional competence through supervised experience.

11. What challenges can student teachers face?

Common challenges include resource limitations, classroom management difficulties, workload, geographical barriers, inadequate teaching aids and difficulties in mentor-mentee relationships.

12. Does teaching practice help students become better teachers?

Yes. Properly supervised school experience can help student teachers develop professional knowledge, teaching skills, confidence, reflection and classroom competence.

13. What should a student teacher do before reporting to school?

The student should read the current handbook, attend orientation, understand the placement arrangements, contact the mentor where required and prepare the necessary teaching and professional documents.

14. Is reflection important during teaching practice?

Yes. Reflection helps student teachers analyse their teaching experiences, identify weaknesses and make improvements.

15. Does teaching practice end after one lesson?

No. Professional practice involves observation, planning, teaching, assessment, feedback, reflection and continued improvement throughout the placement.

Conclusion

Teaching practice remains a fundamental part of teacher preparation in Ghana.

The current B.Ed. system has strengthened the school-based dimension of teacher education through Supported Teaching in Schools. STS provides structured opportunities for student teachers to apply knowledge, develop professional skills and learn from experienced teachers in actual school environments.

Successful teaching practice requires more than completing a required number of lessons.

Student teachers need preparation, appropriate school placement, effective mentoring, professional supervision, useful feedback and opportunities for reflection.

The responsibilities are shared among the student teacher, mentor, school leadership, supervisors and teacher education institution.

For student teachers, the most useful approach is to treat teaching practice as a period of professional learning. The objective is to leave the school experience with stronger teaching competence, greater professional awareness and a clearer understanding of what effective teaching requires.

About the Author

References

Adenyoh, C. K., Agbevivi, S. L., Adzifome, N. S., Annobil, C. N., Seibu, M., & Amponsah, N. (2026). Ghana National Teachers’ Standards and College Tutors’ Practice: A gender and age analysis. European Journal of Social Sciences Studies, 12(1), 180–201.

Ellis, F. (2023). Exploration of the implementation of the supported teaching in school programme in colleges of education [Master’s thesis, University of Education, Winneba].

Haruna, P., Agyemang, M., & Osei, B. (2024). Assessing the effectiveness of the teaching practice model of Colleges of Education in Ghana: The case of St. Joseph’s College of Education, Bechem. International Journal of Psychology and Education.

University of Education, Winneba. (2026). Department of Internship and Supported Teaching in Schools. University of Education, Winneba.

University of Education, Winneba. (2026). Institute for Teacher Education and Continuing Professional Development. University of Education, Winneba.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Suggested Citation:

Ellis, F. (2026). Teaching practice in Ghana: Requirements and guidelines. EducateGhana.com.

Primary Sources: University of Education, Winneba, Ghana teacher education research and institutional STS documentation

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EducationGhana

Mentoring in Teacher Education in Ghana: Complete Guide

ARTICLE INFORMATION BOX

FACT CHECK & EDITORIAL REVIEW

Introduction

Key Takeaways

What Is Mentoring in Teacher Education?

Why Is Mentoring Important in Teacher Education?

Mentoring and the Ghanaian Teacher Education System

Who Is a Mentor in Teacher Education?

Roles and Responsibilities of a Mentor

1. Orientation

2. Modelling

3. Observation

4. Feedback

5. Guided Practice

6. Reflection

7. Professional Support

8. Progress Monitoring

Roles and Responsibilities of the Teacher Trainee

Role of the College of Education and University

Role of the Partnership School

The Mentoring Process in Teacher Education

Stage 1: Preparation

Stage 2: Orientation

Stage 3: Observation

Stage 4: Guided Participation

Stage 5: Independent Practice

Stage 6: Observation and Feedback

Stage 7: Reflection

Stage 8: Development Planning

Mentoring, Supervision and Coaching: What Is the Difference?

Benefits of Mentoring in Teacher Education

Improved Classroom Practice

Development of Professional Knowledge

Constructive Feedback

Professional Confidence

Professional Identity

Reflective Practice

Socialisation into the Profession

Support for Teacher Retention and Development

Challenges of Mentoring in Ghanaian Teacher Education

Inadequate Mentor Preparation

Workload

Weak Communication

Assessment Anxiety

Interpersonal Problems

Limited Resources

Inconsistent Monitoring

How Can Mentoring Be Improved in Ghana?

Mentoring and the National Teachers’ Standards

Mentoring and Reflective Practice

Digital Mentoring and Technology in Teacher Education

EducateGhana Analysis

Educational Significance

Policy Implications

Implementation Considerations

Future Outlook

Why You Can Trust This Information

Frequently Asked Questions

1. What is mentoring in teacher education?

2. Why is mentoring important for teacher trainees?

3. Who can serve as a mentor?

4. What does a teacher mentor do?

5. Is mentoring the same as teaching practice?

6. What is the role of the National Teaching Council in mentoring?

7. Can mentoring continue after teacher training?

8. What is the difference between mentoring and coaching?

9. What is the role of reflection in mentoring?

10. What challenges affect mentoring in Ghana?

11. Can technology support teacher mentoring?

12. What are the benefits of mentoring for schools?

13. What should a trainee expect from a mentor?

14. What should a trainee do to benefit from mentoring?

15. Why is mentor training important?

Conclusion

Editor’s Recommendation

About the Author

References

Recommended Citation for AI and Academic Use

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