Education Minister Haruna Iddrisu has welcomed the Adwenpa STEM Mini Lab Project, describing it as an innovative solution to strengthen practical STEM education in Ghanaian schools.
Estimated Reading Time: 5 Minutes
By Ferdinand Ellis Education Blogger | Curriculum Specialist | Researcher
The Minister for Education, Hon. Haruna Iddrisu, has welcomed an innovative technology designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education in Ghana, describing it as a practical solution that can simplify teaching and improve learning outcomes in schools.
The Minister made the remarks during a presentation by 3S Technology, in partnership with Coderina EdTech, on the STEM Education Mini Lab Project, also known as the Adwenpa Project. The initiative aims to improve practical STEM education in schools by providing learners with hands-on experiences that align with Ghana’s curriculum.
Editorial Note: This report is based on official information from the Ministry of Education and will be updated if additional implementation details are announced.
Quick Facts
Item
Details
Project
Adwenpa STEM Mini Lab Project
Presented By
3S Technology & Coderina EdTech
Ministry
Ministry of Education
Target Learners
Primary 4 to JHS 3
Curriculum
Ghana Education Curriculum
Focus
Practical STEM Learning
Minister Praises Innovation in STEM Education
Hon. Haruna Iddrisu said the STEM Education Mini Lab Project has the potential to make the teaching and learning of STEM subjects easier, more practical and more engaging for learners.
He explained that allowing students to experience scientific concepts through practical activities rather than relying solely on classroom theory could significantly improve understanding and learning outcomes.
The Minister reaffirmed government’s commitment to strengthening STEM education as part of efforts to prepare learners with the knowledge and skills needed for the future workforce.
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What Is the Adwenpa STEM Mini Lab Project?
The Adwenpa Project is an innovative STEM education initiative developed by 3S Technology in partnership with Coderina EdTech.
The project consists of a self-contained Mini Lab equipped with more than 40 STEM learning modules that align with the Ghana Education curriculum.
The Mini Lab is designed to support practical teaching and learning for pupils from Primary Four to Junior High School Form Three, enabling learners to explore scientific concepts through hands-on activities.
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🟨 ➜ Understanding STEM Education in Ghana’s Basic Schools
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Ministry Orders Technical Assessment of the Project
As part of the evaluation process, the Minister directed the Director of STEM Education at the Ghana Education Service (GES), Madam Olivia Serwaa Opare, and the Chief Executive Officer of the Centre for Distance Learning and Open Schooling (CENDLOS), Dr. Diyawu Mumin, to work closely with the project developers.
The assessment will compare the proposed Mini Lab Project with existing STEM learning resources currently available within Ghana’s education system.
The outcome is expected to help determine how the innovation can complement and strengthen ongoing STEM education initiatives.
Why Practical STEM Learning Matters
Education experts have consistently emphasised that practical learning helps students develop critical thinking, creativity, problem-solving skills and innovation.
Projects such as the Adwenpa Mini Lab are expected to make STEM lessons more interactive while helping learners apply scientific knowledge to real-world situations.
The initiative also aligns with Ghana’s broader objective of expanding access to quality STEM education and preparing learners for careers in science, engineering, technology and innovation.
Related Articles
🟨 ➜ Understanding Ghana’s STEM Education Strategy
🟨 ➜ How STEM Education Supports Ghana’s National Development
AEO Answer: What Is the Adwenpa STEM Mini Lab Project?
The Adwenpa STEM Mini Lab Project is an innovative practical learning initiative developed by 3S Technology and Coderina EdTech. It provides more than 40 curriculum-aligned STEM learning modules in a self-contained Mini Lab for learners from Primary Four to JHS Three.
Frequently Asked Questions (FAQs)
What is the Adwenpa Project?
It is a STEM Mini Lab initiative designed to improve practical science, technology, engineering and mathematics education in Ghanaian schools.
Who developed the project?
The project was developed by 3S Technology in partnership with Coderina EdTech.
Which students will benefit?
The project targets learners from Primary Four to Junior High School Form Three.
What did the Education Minister say?
Hon. Haruna Iddrisu described the project as an innovative solution that could simplify STEM teaching and improve learning outcomes.
Has the project been approved?
The Ministry has directed GES and CENDLOS officials to conduct a technical assessment by comparing the Mini Lab with existing STEM learning resources before further decisions are made.
The Ghana Education Service (GES) has released perishables funds to SHS and SHTS accounts for SHS 2 and SHS 3 students covering March 1 to September 4, 2026. Read the official details.
PUBLICATION INFORMATION
Published: July 15, 2026
Last Updated: July 15, 2026
Author: Ferdinand Ellis
Fact Checked By: Ferdinand Ellis
Source: Ghana Education Service Circular (Ref: GES/DD-G/Q & A/26/285)
Content Status: Official GES Circular
Estimated Reading Time: 4 minutes
GES Releases Perishables Funds for SHS 2 and SHS 3 Students from March to September 2026
By Ferdinand Ellis Education Blogger | Curriculum Specialist | Researcher
The Ghana Education Service (GES) has released funds for the procurement of perishable food items for Senior High Schools (SHSs) and Senior High Technical Schools (SHTSs) across Ghana.
According to an official circular dated 15 July 2026, the funds cover SHS 2 and SHS 3 students for the period 1 March 2026 to 4 September 2026. The disbursement is expected to support the continued implementation of the Free SHS feeding programme by ensuring schools have adequate resources to purchase fresh food items for students.
Editorial Note: This report is based on an official Ghana Education Service circular and will be updated if further implementation guidelines are issued.
Quick Facts
Item
Details
Institution
Ghana Education Service
Beneficiaries
SHS 2 and SHS 3 Students
Schools
SHSs and SHTSs
Funding Period
1 March – 4 September 2026
Purpose
Procurement of Perishable Food Items
Circular Date
15 July 2026
GES Directs Schools to Access Released Funds
In the circular signed by Dr. Munawaru Issahaque, Deputy Director-General (Quality and Access) on behalf of the Director-General, Regional Directors of Education have been instructed to notify all Heads of SHSs and SHTSs that the funds have been transferred to their respective school accounts.
The Service said the transfer is specifically intended to support the purchase of perishable food items required for students’ meals during the covered period.
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Schools Required to Submit Official Receipts
GES has directed Heads of Senior High Schools and Senior High Technical Schools to submit official receipts confirming receipt of the funds.
According to the circular, the receipts should be forwarded to the Office of the Director-General through the respective Regional Accountants to facilitate accountability and proper financial reporting.
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What the Perishables Funds Cover
The released funds are designated for the procurement of perishable food items used in preparing meals for students under the Free SHS programme.
These typically include:
Fresh meat
Fish
Vegetables
Fruits
Eggs
Other fresh ingredients required for daily meals
The funding is expected to help schools maintain consistent food supplies and support student welfare throughout the academic period.
Why the Funding Matters
The timely release of feeding funds plays an important role in sustaining the Free SHS programme by enabling schools to provide nutritious meals for continuing students.
School authorities have consistently highlighted the importance of prompt funding to avoid disruptions in food procurement and ensure effective school management.
Related Articles
🟨 ➜ Free SHS Policy: Latest News and Updates
🟨 ➜ Understanding the Ghana Education Service Budget and School Financing
Has GES Released Feeding Funds for SHS Students?
Yes. The Ghana Education Service has released funds for the procurement of perishable food items for SHS 2 and SHS 3 students in Senior High Schools and Senior High Technical Schools. The funding covers the period from 1 March to 4 September 2026.
Frequently Asked Questions (FAQs)
Which students are covered by the released funds?
The funds cover SHS 2 and SHS 3 students in public SHSs and SHTSs.
What period does the funding cover?
The allocation covers 1 March 2026 to 4 September 2026.
What are the funds intended for?
The funds are meant for the procurement of perishable food items used in preparing meals for students.
Who announced the release?
The Ghana Education Service announced the release through an official circular dated 15 July 2026.
What must Heads of Schools do after receiving the funds?
Heads of Schools are required to submit official receipts through their Regional Accountants to the Office of the Director-General.
GES Appoints Felix Kporxah as Acting District Director of Education for Awutu Senya
The Ghana Education Service has reportedly appointed Mr. Felix Kporxah as Acting District Director of Education for Awutu Senya. Read about the role and its importance for district education administration.
This report is based on the supplied account of a congratulatory announcement attributed to the Ghana Education Service in Awutu Senya, concerning the appointment of Mr. Felix Kporxah as Acting District Director of Education.
The article uses the title Acting District Director of Education as supplied. It does not suggest that the appointment is substantive or permanent.
Key Takeaways
Mr. Felix Kporxah is reported to have been appointed Acting District Director of Education for the area identified in the supplied announcement as Awutu Senya.
The appointment concerns district-level education leadership and administration.
A District Director’s responsibilities generally include coordinating education programmes, supervising school administration and supporting the implementation of education policies.
The precise administrative designation should be confirmed before publication to avoid confusing Awutu Senya District with Awutu Senya East Municipality.
The original GES announcement remains the primary source for confirming the appointment details.
Quick Facts
Item
Details
Appointee
Mr. Felix Kporxah
Position
Acting District Director of Education
Institution
Ghana Education Service
District
Awutu Senya, subject to confirmation against the original announcement
Region
Central Region, as stated in the supplied report
Announcement
Official congratulatory message, according to the supplied report
Publication period
July 2026
Introduction
Leadership within Ghana’s education administration plays an important role in translating national education policies into action at the district and school levels. District education offices coordinate school supervision, teacher administration, programme implementation and communication between higher administrative authorities and individual schools.
Mr. Felix Kporxah has reportedly been appointed Acting District Director of Education for Awutu Senya, according to an announcement attributed to the Ghana Education Service(GES).
The reported announcement congratulated Mr. Kporxah and wished him a successful tenure in the position. The appointment places a renewed focus on district-level leadership and the administrative responsibilities involved in supporting teaching and learning.
Mr. Felix Kporxah Appointed Acting District Director
According to the supplied report, the Ghana Education Service in Awutu Senya announced the appointment of Mr. Felix Kporxah as Acting District Director of Education.
The announcement reportedly conveyed the Service’s congratulations and expressed the hope that he would have a successful and productive tenure.
A District Director of Education occupies an important administrative position within the GES structure. The office connects regional and national education administration with schools and other stakeholders operating within the district.
The acting designation is significant. It should be retained in reporting unless a subsequent official communication confirms that Mr. Kporxah has been appointed substantively to the position.
The original announcement should also be consulted to establish the effective date and exact administrative area covered by the appointment.
Responsibilities of a District Director of Education
A District Director of Education provides administrative leadership and coordinates the implementation of education policies and programmes within the relevant jurisdiction. Specific responsibilities are governed by GES procedures, delegated authority and applicable education policies.
The role generally involves the following areas.
School supervision and support: Coordinating school monitoring and supporting headteachers and other school leaders in addressing administrative and instructional challenges.
Teacher administration: Supporting personnel management processes involving teacher deployment, attendance, professional conduct, staffing and other employment matters within the district office’s authority.
Policy implementation: Communicating and coordinating the implementation of approved education policies, programmes and administrative directives.
Teaching and learning: Supporting efforts to improve curriculum implementation, assessment practices, instructional supervision and learning outcomes.
Examinations and education programmes: Coordinating district-level responsibilities relating to approved examinations and education programmes, in accordance with the relevant directives.
Stakeholder engagement: Working with school leaders, education officers, local authorities, parents and other stakeholders to address educational priorities.
These responsibilities illustrate the general scope of district education leadership. They should not be interpreted as a complete statement of Mr. Kporxah’s individual duties, which depend on the official appointment and applicable GES arrangements.
Why the Appointment Matters for Education Administration
District-level leadership is important because many education policies require coordination between regional offices, district offices and schools before they can be implemented effectively.
A District Director’s administrative work can influence how promptly schools receive instructions, how staffing concerns are handled, how school supervision is coordinated and how local education challenges are communicated to higher authorities.
The appointment of an acting director may also provide continuity when leadership responsibilities change. However, the announcement alone does not establish that the appointment will produce particular improvements in educational outcomes.
The practical significance of the appointment will depend on administrative priorities, available resources, collaboration with school leaders and the effective implementation of approved policies.
For teachers and headteachers, the relevant consideration is how district leadership supports clear communication, fair administrative procedures and the improvement of teaching and learning.
District education administration connects national policies with the day-to-day work of schools. The district office provides an administrative channel for communicating directives, coordinating programmes and addressing issues that require attention beyond the individual school.
The supplied report identifies the appointment as relating to Awutu Senya in the Central Region. Before publication, the precise jurisdiction should be checked against the original announcement because Awutu Senya District and Awutu Senya East Municipality are distinct administrative designations.
Accurate identification is important for readers, teachers and education stakeholders who need to know which office is responsible for the appointment and the schools covered by its authority.
What Teachers and Headteachers Should Know
Teachers and headteachers should rely on official communication when responding to changes in education leadership.
Where a new acting appointment is confirmed, school leaders should follow the applicable reporting lines and any formal instructions issued by the responsible GES office. Existing policies, professional obligations and administrative procedures continue to apply unless valid directives provide otherwise.
Teachers who need clarification about a posting, staffing matter, school programme or administrative process should use the appropriate official channels.
The appointment should not be treated as evidence of a change in teachers’ employment conditions, promotion eligibility or other individual entitlements unless a separate authorised communication addresses those matters.
Mr. Felix Kporxah is reported in the supplied announcement to have been appointed Acting District Director of Education for the area identified as Awutu Senya.
What position has he been appointed to?
The supplied report identifies his position as Acting District Director of Education under the Ghana Education Service.
What does a District Director of Education do?
The role generally involves district-level education administration, coordination of school supervision, implementation of education policies and support for teachers and school leaders.
Is the appointment permanent?
The supplied report uses the word Acting. It does not establish that the appointment is substantive or permanent.
Which region is Awutu Senya in?
The supplied report identifies the location as being in the Central Region of Ghana. The exact administrative designation should be checked against the original GES announcement.
The reported appointment of Mr. Felix Kporxah as Acting District Director of Education highlights the importance of leadership in Ghana’s district-level education administration.
The office plays a role in coordinating education programmes, supporting school management and helping implement policies intended to improve teaching and learning.
The appointment details, including the exact administrative jurisdiction and effective date, should be confirmed from the original GES communication. Further developments should be reported when official information becomes available.
Source and Verification Note
Source identified in the supplied report: Ghana Education Service, Awutu Senya District.
About the Author
By Ferdinand Ellis
Ferdinand Ellis is an education blogger, curriculum specialist, lecturer, researcher and policy analyst. He holds an MPhil in Curriculum and Pedagogic Studies and is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform.
His work focuses on Ghana’s education system, teacher development, curriculum and pedagogy, education policy and teacher welfare.
This report is for informational purposes. The appointment details are based on the supplied account of a GES announcement and should be checked against the original communication before being described as independently verified.
Preparation guide; check official examination updates before publication
Fact Check & Editorial Review
This guide provides general study strategies for candidates preparing for the 2027 Basic Education Certificate Examination (BECE). It draws on established learning practices, curriculum-oriented revision and the importance of practising examination-style questions.
Candidates should use the syllabus, subject specifications, assessment guidance and examination instructions applicable to their cohort. The exact subjects, paper structure, timetable and other arrangements for BECE 2027 should be confirmed through official communications from WAEC and relevant Ghanaian education authorities.
The study hours and practice targets suggested in this article are recommendations, not official WAEC requirements. Subject coverage should also be checked against the curriculum and examination guidance applicable to each candidate.
Key Takeaways
Start preparation early and follow a realistic weekly timetable.
Revise concepts before attempting large numbers of practice questions.
Use past questions to identify weaknesses, practise answering clearly and improve time management.
Focus on understanding, application, interpretation and problem-solving rather than memorising isolated facts.
Practise written responses, calculations, diagrams and practical applications according to each subject’s requirements.
Seek teacher feedback and maintain an error notebook to track recurring mistakes.
Confirm official BECE 2027 instructions rather than relying on rumours or unverified social media posts.
In Brief
Preparing for BECE 2027 requires more than reading textbooks repeatedly. Candidates need to understand what they are learning, retrieve information from memory, apply concepts to unfamiliar situations and practise answering questions within a reasonable time.
This guide covers general preparation strategies for English Language, Mathematics, Science, Social Studies, Computing, Career Technology, Creative Arts and Design, Ghanaian Language, Religious and Moral Education, and French where applicable.
The exact subject requirements and examinable content should be checked against the official guidance relevant to each candidate.
The Basic Education Certificate Examination is an important stage in Ghanaian basic education. For candidates, the examination represents an opportunity to demonstrate the knowledge, skills and competencies developed during their years of Junior High School.
Preparing for BECE 2027 requires a deliberate approach. Students need to revise lessons consistently, identify areas of difficulty, practise different question types and learn to communicate their answers accurately. Parents and teachers also have important roles in creating supportive study environments and helping candidates maintain steady progress.
One common mistake is to postpone serious revision until the examination is approaching. Another is to spend many hours reading without testing whether the information has been understood and remembered.
Effective preparation combines explanation, practice, feedback and revision. Candidates should use the following strategies as a starting point and adapt them to their individual strengths, weaknesses and school programmes.
A study timetable helps candidates distribute their revision time across subjects rather than concentrating only on their favourites.
List all the subjects you study, identify your most difficult topics and assign regular periods for revision. The timetable should fit around school lessons, homework, meals, sleep and other responsibilities.
Avoid preparing a timetable that looks impressive but is impossible to follow. A manageable schedule followed consistently is more useful than an ambitious plan abandoned after a few days.
Use active recall
Active recall means trying to remember information without immediately looking at the textbook or notes.
After studying a topic, close the book and write down the main points. Explain the concept aloud, answer questions from memory or ask someone to test you.
Check your response afterwards and correct any errors. This method helps reveal what you genuinely understand and what still needs attention.
Practise examination-style questions
Practice questions help candidates apply knowledge and become familiar with different ways questions may be presented.
After revising a topic, answer relevant questions without checking the answers immediately. Mark your work using an appropriate marking scheme or teacher guidance.
Do not simply count your score. Investigate every wrong answer and identify whether the problem arose from a knowledge gap, misreading, weak calculation, incomplete explanation or poor time management.
Keep an error notebook
Use a notebook to record questions you answered incorrectly, the reason for each mistake and the correct method or explanation.
Review this notebook weekly. Reattempt the questions later without looking at the answers.
This is particularly useful for Mathematics, Science, English Language grammar and written-response subjects.
Ask for help early
When a topic remains difficult after several attempts, ask your teacher or a knowledgeable study partner for an explanation. Waiting until the final weeks may leave too little time to address major weaknesses.
Protect your health
Regular sleep, suitable meals, physical activity and short breaks help support concentration. Avoid sacrificing sleep to complete long, unfocused revision sessions.
English Language preparation should develop reading comprehension, vocabulary, grammar, writing and the ability to communicate ideas clearly.
Improve comprehension skills
Read passages carefully and identify their main ideas, supporting details, sequence of events and implied meanings.
When answering comprehension questions, use the passage as evidence. Avoid introducing unrelated information when the question requires an answer based on the text.
Practise identifying the meaning of words from context, the writer’s purpose and the relationships between ideas.
Strengthen grammar and vocabulary
Revise sentence construction, parts of speech, punctuation, subject–verb agreement, tenses, conjunctions and other grammar topics covered in your course.
Learn new vocabulary in context. Writing a word, its meaning and an original sentence can help you remember how it is used.
Practise different forms of writing
Write regularly and ask your teacher to assess your work. Pay attention to relevance, organisation, paragraphing, grammar, spelling and punctuation.
Before writing, identify the purpose, audience and required format. Plan your ideas before beginning and leave time to review your work.
A useful practice routine: Write one timed composition or another appropriate writing task each week, then revise it using feedback.
Mathematics improves through understanding, repeated practice and careful checking. Memorising formulas without knowing when or how to apply them can lead to avoidable errors.
Master the foundations
Make sure you can confidently work with basic operations, fractions, decimals, percentages, ratios, proportions and other foundational concepts in your syllabus.
Where a topic depends on an earlier skill, revise the earlier skill first. For example, difficulty with fractions can affect work on percentages, ratios and algebraic expressions.
Practise problem-solving
Revise the mathematical topics covered in your course, including relevant work on algebra, geometry, measurement, statistics and probability.
For word problems:
Read the question carefully.
Identify the information provided.
Determine what you need to find.
Select an appropriate method.
Show your working clearly.
Check whether the answer is reasonable.
Learn from mistakes
Do not memorise only the final answer to a practice question. Understand the method used to obtain it.
Practise without a calculator unless the relevant examination instructions explicitly permit one. Always follow the equipment rules for the actual examination.
A useful practice routine: Solve a small set of questions regularly, then spend time correcting mistakes and reattempting difficult examples.
Science Preparation Tips
Science preparation should combine conceptual understanding, observation, investigation and application.
Understand concepts rather than memorising isolated facts
Revise the scientific concepts and processes taught in class. Depending on the prescribed content, these may include matter, energy, living things, the human body, ecosystems, agriculture and environmental issues.
For every concept, ask yourself:
What does it mean?
How does it work?
Why does it happen?
What evidence supports the explanation?
How can it be applied to a real-life situation?
Practise diagrams and data interpretation
Learn to interpret relevant diagrams, tables, graphs and experimental results. Practise drawing and labelling diagrams accurately where required.
When interpreting data, identify patterns, compare values and distinguish observations from conclusions.
Revise investigations
For experiments studied in class, understand the purpose, materials, procedure, observations, results and conclusions. Learn to identify variables and explain why a particular procedure is used.
A useful practice routine: Explain one scientific concept in your own words and answer questions that require you to apply it to an unfamiliar example.
Social Studies requires candidates to understand society, citizenship, the environment, governance and human relationships as covered in their course.
Connect concepts to real-life situations
Revise important concepts, definitions, causes, effects and possible solutions. Where relevant to the syllabus, practise applying what you have learned to issues involving environmental protection, civic responsibility, national development and community life.
Develop analytical answers
When a question asks for causes, effects, importance or solutions, respond to the specific instruction.
For example, if asked to explain three effects of environmental pollution, provide three distinct effects and explain each one. Repeating the same idea in different words may not earn the marks expected.
Support your explanations
Use accurate examples where appropriate. Practise explaining relationships between problems and their causes, and between proposed solutions and the problems they address.
A useful practice routine: Choose one topic each week and write a structured answer to a question requiring explanation or problem-solving.
Computing Preparation Tips
Computing preparation should cover the concepts, skills and applications included in the relevant curriculum and examination guidance.
Understand computer fundamentals
Revise relevant concepts involving computer hardware, software, data, information, networks and digital systems. Learn the functions of different components and how they work together.
Practise digital safety
Understand safe and responsible technology use, including password protection, privacy, cyberbullying, online scams and responsible communication.
Be able to distinguish safe practices from risky behaviour and explain why particular actions are appropriate.
Develop logical thinking
Where programming or computational thinking is included in your course, practise following instructions, identifying patterns, sequencing steps and tracing simple algorithms.
Emerging technologies such as artificial intelligence may be useful areas for general digital literacy, but candidates should prioritise content confirmed in their prescribed curriculum and examination guidance.
A useful practice routine: Explain a computing concept, give an example of its use and answer a question that asks you to solve a simple problem.
Career Technology Preparation Tips
Career Technology connects knowledge with practical skills, design, problem-solving and responsible decision-making. Preparation should follow the actual topics and competencies taught in the candidate’s course.
Revise the design process
Where applicable, practise identifying a problem, generating ideas, selecting a suitable solution, planning, making or modelling, testing and evaluating the result.
Be prepared to explain why one design may be more suitable than another, considering factors such as function, safety, materials, cost and the needs of the user.
Understand materials, tools and safety
Revise the properties and uses of relevant materials, the functions of tools and the safety precautions associated with practical tasks.
Where the syllabus includes food-related, home-related, technical or entrepreneurial concepts, revise the specific content taught rather than assuming that every area has equal examination weight.
Apply knowledge to practical situations
Practise interpreting diagrams, selecting appropriate materials, identifying hazards and explaining how a product or process can be improved.
A useful practice routine: Work through a design or practical problem and explain the steps you would follow, the resources needed and how you would assess the outcome.
Creative Arts and Design Preparation Tips
Preparation should reflect the prescribed Creative Arts and Design content, including relevant visual, cultural, creative and performing arts concepts.
Revise the elements and principles of design, such as line, shape, form, colour, texture, balance and emphasis, where included in your course.
Practise drawing, sketching, planning and explaining creative decisions. Study relevant Ghanaian cultural expressions and artistic traditions, and learn to discuss the purpose, meaning or context of creative works.
If a task requires you to produce a design, pay attention to the instructions, use of space, neatness and suitability of the result.
A useful practice routine: Complete one appropriate drawing or design task and evaluate it against the stated requirements.
Ghanaian Language Preparation Tips
Candidates taking a Ghanaian Language should practise reading, comprehension, writing and the language structures covered in their course.
Read suitable texts in the language and practise spelling, grammar, sentence construction and paragraph development.
Revise proverbs, idioms and expressions where applicable, paying attention to their meanings and appropriate contexts. Practise writing organised answers that communicate ideas clearly.
Where your language uses writing conventions that differ from English, make sure you understand and apply the correct conventions.
Religious and Moral Education Preparation Tips
Religious and Moral Education preparation involves understanding the religious, moral and social concepts included in the prescribed course.
Revise key teachings, practices, stories, values and examples as appropriate to the syllabus. Focus on what the teachings mean, the lessons they communicate and how those lessons relate to everyday life.
When comparing beliefs or explaining moral values, answer respectfully and accurately. If a question asks for several points, provide distinct responses and explain them where necessary.
A useful practice routine: Select one topic and practise explaining its key teaching, the value it promotes and an example of how that value could be applied in daily life.
French Preparation Tips, Where Applicable
Candidates studying French should practise vocabulary, grammar, reading and writing regularly, alongside any other skills required by their course and examination.
Learn common expressions and vocabulary in context. Practise constructing simple sentences, using the appropriate grammatical forms and understanding short passages.
Short, frequent practice sessions are often more manageable than attempting to learn a large amount of vocabulary in one sitting.
Use approved classroom materials and follow your teacher’s guidance on the skills and content that will be assessed.
How to Create an Effective BECE Study Timetable
An effective timetable should be realistic, balanced and flexible enough to accommodate schoolwork and unexpected demands.
Begin by listing your subjects and identifying topics that need the most attention. Allocate regular study periods to every subject, giving additional practice time to areas in which you are struggling.
Include time for reviewing mistakes, answering questions and revisiting topics studied earlier. Keep short breaks between sessions and make sure the schedule allows sufficient sleep.
Sample weekly revision plan
The following is an example, not an official WAEC timetable. Adapt it to your subjects, school schedule and individual needs.
Day
Main revision focus
Additional task
Monday
Mathematics
Correct calculation errors
Tuesday
English Language
Practise comprehension or writing
Wednesday
Science
Revise concepts and interpret data
Thursday
Social Studies
Practise structured explanations
Friday
Computing or Career Technology
Review concepts and applications
Saturday
Remaining subjects
Complete a mixed practice session
Sunday
Weekly review
Revisit difficult topics and plan the next week
You can divide each available study period into focused blocks. For example, spend part of the session revising a concept, another part answering questions and the final part checking and correcting your work.
The most important principle is consistency. Adjust the plan when a subject requires more attention, but do not repeatedly abandon difficult subjects.
How to Use Past Questions Effectively
Past questions are useful learning resources, but their value depends on how candidates use them.
Start by answering questions on topics you have already studied. Later, attempt mixed-topic practice sets and timed papers that match the applicable examination format.
After each attempt:
Mark your answers using a reliable marking scheme or teacher guidance.
Identify questions you answered incorrectly or incompletely.
Review the underlying concepts.
Write down recurring errors.
Attempt similar questions again without looking at the answers.
Track your progress over time.
Do not assume that a question will appear in the next examination simply because it appeared in an earlier paper. Use past questions to develop understanding and question-answering skills, not to predict the paper with certainty.
Examination-Day Preparation Tips
Good preparation also includes knowing how to approach the examination itself.
Before examination day, confirm the reporting time, venue, permitted materials and instructions communicated through your school and official examination channels.
On the day:
Arrive at the examination centre in good time.
Bring only permitted materials.
Listen carefully to instructions.
Read each question before answering.
Pay attention to command words such as state, describe, explain, compare and calculate.
Allocate time sensibly across the paper.
Check calculations, spelling, labels and completeness where time permits.
Follow all examination regulations.
If you encounter a difficult question, remain calm. Answer other questions you can manage and return to the difficult one if time allows, following the paper’s instructions.
Common BECE Preparation Mistakes to Avoid
Some common preparation mistakes include:
Studying only favourite subjects. Every subject in the applicable examination programme deserves appropriate attention.
Reading without practising. Reading notes can help, but candidates also need to retrieve information, solve problems and write answers.
Memorising answers without understanding. A question may present a familiar concept in an unfamiliar situation. Understanding helps candidates apply their knowledge.
Ignoring corrections. Repeating a practice paper without analysing mistakes may reinforce the same errors.
Depending entirely on predictions. No unofficial prediction should replace systematic revision of the prescribed content.
Studying late into the night. Excessive, poorly planned study can undermine concentration and make consistent preparation harder.
Believing rumours about the examination. Confirm important information through official channels and authorised school communication.
How Can Parents and Teachers Support BECE Candidates?
Parents and teachers can help candidates prepare by creating conditions that support regular learning.
Parents can provide a suitable study environment, encourage a consistent routine and monitor progress without placing unreasonable pressure on children. They should encourage candidates to ask for help when they do not understand a topic.
Teachers can identify learning gaps, explain difficult concepts, provide suitable practice questions and give constructive feedback. Mock examinations and class assessments can help reveal areas requiring further support.
Schools can also encourage candidates to view mistakes as opportunities for learning rather than as reasons to give up.
A supportive preparation environment should combine high expectations with practical guidance, encouragement and attention to learners’ well-being.
How Can I Prepare Well for BECE 2027?
The most effective approach is to begin early, revise consistently, practise questions, review errors and seek help when needed.
Candidates should use a timetable that covers all their subjects and gives additional attention to difficult topics. They should also follow their teachers’ guidance and consult the curriculum and official examination instructions applicable to their cohort.
Preparation is not simply a matter of studying for long hours. It is about using available time purposefully, checking understanding and improving through regular practice.
Frequently Asked Questions
When should I start preparing for BECE 2027?
Start as early as possible and maintain regular revision throughout the academic year. Early preparation gives you more time to address difficult topics and practise different question types.
Which BECE subject requires the most practice?
The answer depends on the candidate’s strengths and weaknesses. Mathematics often benefits from frequent problem-solving practice, while subjects involving extended writing, comprehension or practical application require their own forms of regular practice.
Are past questions important for BECE preparation?
Yes. Past questions can help candidates practise applying knowledge, recognise different question styles and improve time management. They should be used alongside current curriculum content and teacher guidance.
How many hours should I study daily?
There is no single number suitable for every candidate. Start with manageable, focused sessions and adjust your timetable to your workload, concentration and learning needs. Consistency and the quality of practice matter more than simply counting hours.
Can I pass BECE without attending extra classes?
Candidates can prepare effectively through classroom instruction, independent study, regular practice and teacher support. Whether extra classes are helpful depends on the candidate’s needs and access to suitable learning support.
Should I study only topics predicted to appear in BECE 2027?
No. Predictions are not guarantees. Revise the prescribed content and use past questions to practise applying what you have learned.
Where can I get reliable information about BECE 2027?
Consult official WAEC announcements, relevant NaCCA curriculum materials and authorised communications provided through your school or the Ghana Education Service. Confirm the applicable examination arrangements before relying on unofficial reports.
Trust and Verification
Primary institutional sources to consult:
West African Examinations Council (WAEC): official examination announcements, timetables and candidate instructions.
National Council for Curriculum and Assessment (NaCCA): relevant curriculum frameworks and subject materials.
Ghana Education Service (GES): authorised school and education administration communications.
Last Updated: October 2026 Fact Checked By: Ferdinand Ellis Publisher: EducateGhana.com
This is a general preparation guide, not an official WAEC examination notice. Candidates should follow the applicable official instructions for BECE 2027.
Stay Updated With Ghana Education News
EducateGhana.com provides education news, examination guidance, curriculum resources, teacher welfare updates and information about education opportunities in Ghana.
Continue reading education guides and analysis by Ferdinand Ellis, Education Blogger, Curriculum Specialist and Researcher.
By Ferdinand Ellis | Education Blogger | Curriculum Specialist | Researcher|
Learn how to fill the CSSPS 2026 School Selection Form correctly. See GES school selection rules, category choices and download the PDF guide.
CSSPS 2026 School Selection Form: Complete Guide for BECE Candidates and Parents
The CSSPS 2026 School Selection Form is an important document that determines how BECE candidates select their preferred Senior High Schools (SHSs), Senior High Technical Schools (SHTSs), and TVET institutions before placement.
The Ghana Education Service (GES) has provided guidelines to help candidates, parents, guardians, and schools complete the form correctly and avoid mistakes that may affect placement.
This guide explains the CSSPS 2026 school selection rules, number of schools candidates can choose, category restrictions, boarding and day requirements, and how to complete the form successfully.
Editorial Note: This guide is prepared using information from the official GES/CSSPS school selection guidelines. It will be updated when new directives are released.
Quick Facts: CSSPS 2026 School Selection Form
Item
Details
Process
SHS/SHTS/TVET School Selection
Authority
Ghana Education Service
System
CSSPS
Candidates
BECE 2026 Candidates
Main Choices
6 Schools
Alternative Choices
2 Schools
Total Choices
8 Schools
How Many Schools Can a Candidate Select Under CSSPS 2026?
Under the 2026 CSSPS guidelines, candidates are required to select eight schools in total.
The selections are divided into:
Six main choices
Two alternative choices
The order of selection is important because the first choice represents the candidate’s most preferred school.
Candidates and parents must carefully review their options before submission.
Related Articles
🟨 ➜ BECE 2026 Results Release Date Confirmed: GES Timeline, CSSPS Placement and SHS Admission Guide
🟨 ➜ How to Confirm BECE School Choices After Results
CSSPS 2026 School Selection Rules Candidates Must Know
Candidates should carefully follow the official selection guidelines.
1. First Choice Must Be Category A
The first choice selected by every candidate must come from a Category A school.
The first choice represents the candidate’s preferred institution and plays an important role during placement.
2. Maximum Category A Selection
Candidates cannot select more than two schools from Category A.
3. Category B Selection
Candidates can select a maximum of two schools from Category B.
4. Category C Selection
Candidates can select all six main choices from Category C schools.
However, the boarding and day balance requirements must still be followed.
Related Articles
🟨 ➜ CSSPS School Selection Guidelines 2026
🟨 ➜ Common BECE School Selection Mistakes Parents Should Avoid
Boarding and Day School Selection Requirements
For the six main choices, candidates must maintain the required balance.
The guideline requires:
Three boarding schools
Three day schools
For alternative choices:
One Category B boarding school
One Category B day school
or
One Category C boarding school
One Category C day school
Candidates should avoid selecting only boarding schools because this may affect placement options.
Special Guidelines for TVET Candidates
Candidates interested in Technical and Vocational Education and Training (TVET) institutions have different selection flexibility.
TVET candidates may select all eight choices from TVET institutions.
This provides more options for students pursuing technical and vocational programmes.
Related Articles
🟨 ➜ SHS Admission Guide 2026
🟨 ➜ SHS Admission Requirements and Prospectus Checklist 2026
Sections Available on the CSSPS 2026 Selection Form
Candidates must complete several sections carefully.
Candidate Information
The form requires:
Candidate name
BECE index number
JHS name
District
Gender
Region
School Choices
For each selected school, candidates must provide:
School code
School name
Category
Programme code
Programme
Boarding or day status
Parent and School Approval
The form must include:
Parent/guardian name
Signature
Contact number
Date
Headteacher signature and stamp
Can CSSPS School Choices Be Changed After Submission?
No.
Candidates and parents should carefully review all selections before final submission.
Once submitted, selected schools cannot be changed.
This is why candidates are encouraged to discuss their choices with parents, teachers, and guidance coordinators before confirmation.
STEM Programme Recommendation Under CSSPS 2026
The GES guidelines encourage candidates interested in Science, Technology, Engineering and Mathematics (STEM) careers to select science-related programmes.
Candidates are encouraged to choose Science, Engineering and Medicine-related programmes among their preferred options where applicable.
How to Download CSSPS 2026 School Selection Form PDF
EducateGhana.com will provide a clean downloadable copy of the CSSPS 2026 School Selection Form for candidates, parents, and schools.
The PDF resource will include:
✓ Official selection sections
✓ Candidate information fields
✓ School choice table
✓ Parent approval section
✓ Headteacher certification section
How Do I Fill the CSSPS 2026 School Selection Form?
To fill the CSSPS 2026 School Selection Form, candidates must provide their personal details, select six main schools and two alternative schools, follow GES category restrictions, indicate programmes and boarding/day status, then obtain approval from their parent or guardian and JHS headteacher before submission.
Frequently Asked Questions (FAQ)
How many schools should I select for CSSPS 2026?
Candidates must select eight schools: six main choices and two alternative choices.
Can I select more than two Category A schools?
No. Candidates are not allowed to select more than two Category A schools.
Can I change my school choices after submission?
No. Candidates cannot change their selected schools after final submission.
Can all my six main choices be Category C schools?
Yes. Candidates can select all six main choices from Category C schools, subject to boarding and day requirements.
Can TVET candidates select eight TVET schools?
Yes. TVET candidates have the option to select all eight choices from TVET institutions.
Trust and Verification
Source: Ghana Education Service (GES) / CSSPS Guidelines Last Updated: July 2026 Fact Checked By: Ferdinand Ellis Publisher: EducateGhana.com
Explore teacher wellbeing in Ghana, including mental health challenges, work-life balance, support systems and policies for improving teacher welfare.
Introduction
Teacher wellbeing is an important part of building a strong and sustainable education system. The quality of teaching and learning is influenced not only by teachers’ professional knowledge but also by their physical, emotional and social wellbeing.
Teachers manage many responsibilities, including classroom instruction, assessment, administrative duties and learner support. These responsibilities require energy, commitment and emotional strength.
When teachers experience poor working conditions, excessive workload, limited support or professional stress, their wellbeing may be affected. This can influence motivation, classroom effectiveness and decisions about remaining in the profession.
Teacher wellbeing therefore goes beyond salary and employment conditions. It includes the overall experience of teachers within their professional environment.
A supportive education system must ensure that teachers have the resources, respect and conditions necessary to perform their roles effectively.
Research indicates that teacher wellbeing is closely connected to job satisfaction, commitment and teaching effectiveness (Skaalvik & Skaalvik, 2011).
🔗 Related EducateGhana Reading
➡️ Teacher Workload in Ghana Explained: Teaching Responsibilities, Challenges, Stress Factors and Policy Solutions
➡️ Teacher Motivation in Ghana Explained: Factors Affecting Teacher Performance, Commitment and Retention
Understanding Teacher Wellbeing
Teacher wellbeing refers to the overall physical, emotional, psychological and professional condition of teachers.
It reflects how teachers experience their work and whether they have the support needed to perform effectively.
Teacher wellbeing includes:
1. Physical Wellbeing
This relates to teachers’ health, energy and ability to manage professional demands.
Factors affecting physical wellbeing include:
workload pressure
working environment
access to healthcare
fatigue
2. Emotional and Psychological Wellbeing
This concerns teachers’ ability to manage stress, maintain confidence and cope with professional challenges.
Teachers may experience emotional pressure from:
classroom management difficulties
examination responsibilities
workplace conflicts
high expectations
3. Professional Wellbeing
Professional wellbeing involves feeling valued, supported and satisfied within the teaching profession.
It is influenced by:
career growth opportunities
recognition
leadership support
professional development
A teacher who feels supported is more likely to remain committed and effective.
🔗 Related EducateGhana Reading
➡️ Teacher Professional Development in Ghana Explained: Training Pathways, Further Education, Career Growth and Professional Advancement
➡️ GES Conditions of Service Explained: Teacher Benefits, Rights, Allowances and Responsibilities
Factors Affecting Teacher Wellbeing in Ghana
1. Heavy Workload and Professional Pressure
One of the major factors affecting teacher wellbeing is workload.
Teachers often combine:
teaching responsibilities
marking and assessment
lesson preparation
administrative duties
extracurricular activities
When responsibilities exceed available time and resources, teachers may experience stress and exhaustion.
A manageable workload allows teachers to maintain effectiveness while protecting their personal wellbeing.
🔗 Related EducateGhana Reading
➡️ Teacher Workload in Ghana Explained: Teaching Responsibilities, Challenges, Stress Factors and Policy Solutions
➡️ Teacher Retention Challenges in Ghana: Rural Posting, Work Conditions, Career Barriers and Strategies to Keep Teachers
2. Working Conditions in Schools
The school environment strongly affects teacher wellbeing.
Important factors include:
classroom conditions
availability of teaching materials
school infrastructure
administrative support
safety
Teachers working in difficult conditions may experience increased pressure, especially when they lack the resources needed to perform effectively.
Improving school environments is therefore an important part of teacher welfare.
🔗 Related EducateGhana Reading
➡️ GES Teacher Accommodation Challenges in Ghana: Housing, Rural Posting and Welfare Implications
➡️ Teacher Welfare in Ghana Explained: Salaries, Allowances, Working Conditions and Challenges Facing Teachers
Mental Health Challenges Affecting Teachers in Ghana
Teacher mental health is an important part of professional wellbeing. Teachers manage complex classroom situations, workplace responsibilities and personal commitments, which can create emotional pressure.
Common mental health challenges among teachers may include:
stress from excessive workload
emotional exhaustion
frustration caused by limited resources
anxiety related to professional expectations
reduced job satisfaction
When these challenges are not addressed, they may affect teacher motivation, classroom interaction and commitment to the profession.
Supporting teacher mental health does not mean reducing professional expectations. It means creating working environments where teachers have access to appropriate support and resources.
Education systems that prioritise teacher wellbeing are better positioned to maintain motivated and effective teachers.
🔗 Related EducateGhana Reading
➡️ Teacher Motivation in Ghana Explained: Factors Affecting Teacher Performance, Commitment and Retention
➡️ Teacher Retention Challenges in Ghana: Rural Posting, Work Conditions, Career Barriers and Strategies to Keep Teachers
Work-Life Balance Among Teachers in Ghana
Work-life balance refers to the ability of teachers to manage professional responsibilities alongside personal and family commitments.
Teaching often extends beyond official working hours because teachers may need to:
prepare lessons at home
mark assignments
complete reports
support learners outside class hours
When professional responsibilities consistently interfere with personal life, teachers may experience fatigue and reduced wellbeing.
Promoting work-life balance requires:
realistic workload expectations
effective time management
supportive school leadership
clear boundaries between professional and personal responsibilities
Teachers who maintain healthy work-life balance are more likely to sustain commitment and effectiveness over time.
🔗 Related EducateGhana Reading
➡️ Teacher Workload in Ghana Explained: Teaching Responsibilities, Challenges, Stress Factors and Policy Solutions
➡️ Teacher Motivation in Ghana Explained: Factors Affecting Teacher Performance, Commitment and Retention
Role of School Leadership in Supporting Teacher Wellbeing
School leaders have a significant influence on teachers’ professional experiences.
Headteachers and administrators can promote teacher wellbeing through:
respectful communication
fair distribution of responsibilities
recognition of teacher efforts
professional support
encouraging collaboration
A supportive school culture helps teachers feel valued and reduces workplace stress.
Leadership should also create opportunities for teachers to discuss challenges and contribute to decisions affecting their work.
Strong leadership is therefore an important part of improving teacher welfare.
🔗 Related EducateGhana Reading
➡️ School Leadership in Ghana: The Role of Headteachers in Improving Education Quality
➡️ Teacher Professional Ethics in Ghana: Standards, Responsibilities and Code of Conduct
Support Systems Available for Teachers in Ghana
Teacher wellbeing requires support from multiple levels of the education system.
1. Ghana Education Service Support
The Ghana Education Service contributes through teacher management policies, professional support and welfare arrangements.
2. National Teaching Council Support
The National Teaching Council supports professional standards and continuous professional development activities that strengthen teacher competence.
3. School-Based Support
Schools can support teachers through:
mentoring systems
peer collaboration
professional learning communities
supportive supervision
4. Professional Associations
Teacher organisations provide platforms for:
advocacy
professional networking
welfare discussions
collective support
A strong support system helps teachers manage challenges and remain committed to their profession.
🔗 Related EducateGhana Reading
➡️ Teacher Licensing in Ghana Explained: NTC Requirements, Registration Process, Renewal and Professional Standards
➡️ Teacher Professional Development in Ghana Explained: Training Pathways, Further Education, Career Growth and Professional Advancement
Strategies for Improving Teacher Wellbeing in Ghana
1. Improve Teacher Welfare Conditions
Policies should continue addressing:
salaries
allowances
accommodation
healthcare support
working conditions
Financial and workplace security contributes to professional satisfaction.
2. Strengthen Teacher Support Programmes
Teachers should have access to:
counselling support
professional mentoring
wellbeing programmes
workplace assistance
3. Manage Workload Effectively
Education authorities and schools should review workload expectations and reduce unnecessary duties that affect teaching effectiveness.
4. Promote Positive School Cultures
Schools should encourage:
respect among staff
teamwork
open communication
appreciation of teacher contributions
5. Expand Professional Growth Opportunities
Opportunities for training, further education and career advancement improve teachers’ sense of professional purpose.
🔗 Related EducateGhana Reading
➡️ Teacher Professional Development in Ghana Explained: Training Pathways, Further Education, Career Growth and Professional Advancement
➡️ GES Conditions of Service Explained: Teacher Benefits, Rights, Allowances and Responsibilities
Conclusion: Teacher Wellbeing as an Investment in Education Quality
Teacher wellbeing is a fundamental part of improving education delivery in Ghana.
Teachers who experience supportive working conditions, professional recognition and opportunities for growth are more likely to remain committed and effective.
Addressing teacher wellbeing requires attention to workload, mental health, workplace conditions and professional support systems.
Education policies must recognise that teachers are central to every education reform. Supporting their wellbeing strengthens not only the teaching profession but also learner outcomes and national development.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist and policy analyst. He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include teacher education, curriculum implementation, classroom interaction and education policy analysis.
➡️ Read Full Author Profile
Experience
The article reflects practical understanding of Ghana’s education system, teacher working conditions and professional challenges.
Expertise
The author has academic expertise in curriculum and pedagogic studies, with research interests in teacher education and education policy.
Authority
EducateGhana.com provides education intelligence articles, research dossiers and evidence-based analysis on Ghana’s education ecosystem.
Trustworthiness
The article is informed by education research, professional standards and recognised policy sources.
FAQ
What is teacher wellbeing in Ghana?
Teacher wellbeing refers to the physical, emotional, psychological and professional condition of teachers within their work environment.
Why is teacher wellbeing important?
Teacher wellbeing affects motivation, classroom effectiveness, job satisfaction and retention.
What factors affect teacher wellbeing in Ghana?
Major factors include workload, working conditions, leadership support, professional development opportunities and welfare conditions.
How can schools improve teacher wellbeing?
Schools can improve wellbeing through supportive leadership, fair workload management, recognition and professional support systems.
Does teacher wellbeing affect learner outcomes?
Yes. Teachers with stronger wellbeing are more likely to demonstrate effective teaching practices and positive classroom engagement.
References (APA 7th Edition)
Ghana Education Service. (2020). Collective agreement for teaching staff within the Ghana Education Service. Accra, Ghana.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education. UNESCO.
World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank.
Suggested Citation (APA 7th Edition)
Ellis, F. (2026). Teacher wellbeing in Ghana explained: Mental health, work-life balance, support systems and policy solutions. EducateGhana.com.
A practical guide to the 2026 BECE school-choice process in Ghana, explaining the reported confirmation and upload stages, candidate responsibilities and what parents can do when they identify errors.
By Ferdinand Ellis Education Blogger | Curriculum Specialist | Researcher
Updated guide; historical dates retained for reference
Fact Check & Editorial Review
The 2026 BECE school-selection process involved several stages, including the review of candidates’ school choices and subsequent school-level data capture and uploading.
Earlier EducateGhana.com reporting referred to a July school-choice confirmation period. Later reports published on the platform described a school-level upload exercise scheduled for 19–21 August 2026 and a further WAEC portal window scheduled for 24–27 August 2026. These dates refer to reported stages of the process and should not be treated as interchangeable.
The original announcement and applicable official directives should be consulted before treating any date or procedural requirement as independently verified. As of 25 October 2026, all the dates discussed in this article are in the past.
Key Takeaways
The 2026 BECE school-selection process included school-choice review and later data submission activities.
Candidates and parents should distinguish between reviewing school preferences, schools uploading candidate data and the final CSSPS placement exercise.
Later EducateGhana.com reports described school-level uploading during August 2026. <Cite refs={[“turn922004search1″,”turn922004search2”]}/>
Submitting school choices does not, by itself, guarantee placement in a particular institution.
Candidates and parents should retain relevant records and contact the candidate’s JHS if they discover a discrepancy.
For any unresolved placement issue, follow current instructions from GES, CSSPS and the relevant education authorities.
In Brief
The BECE school-selection process helps candidates move from basic education to Senior High Schools (SHSs), Senior High Technical Schools (SHTSs) and eligible technical and vocational institutions.
The process requires careful selection of schools and programmes, accurate candidate information and compliance with instructions issued by the responsible authorities.
For the 2026 cohort, EducateGhana.com reported an initial school-choice confirmation period in July, followed by school-level uploading activities in August. These stages should be understood separately because completing one stage does not necessarily mean that the wider placement process has been completed.
What Is the BECE School Choice Confirmation Process?
School-choice confirmation is the process through which candidates and their schools review the selected second-cycle institutions and related information before the relevant submission stages are completed.
The purpose of reviewing choices is to help ensure that the information submitted reflects the candidate’s intended schools, programme preferences and other required details.
Candidates should not assume that every year follows precisely the same procedure. The responsible authorities may issue specific instructions, deadlines and submission arrangements for each examination cohort.
For the 2026 exercise, candidates and parents should distinguish between the confirmation of preferences and the subsequent uploading of school-selection information by schools.
What Were the Reported School Selection Dates for BECE 2026?
EducateGhana.com published reports describing the following stages in the 2026 process:
Reported stage
Dates stated in EducateGhana.com reporting
Initial school-choice confirmation period
July 2026; the published reports contain differing date ranges
School-level upload exercise
19–21 August 2026
Subsequent WAEC portal capture and upload window
24–27 August 2026
The August dates were reported in separate articles concerning school-level uploading and the subsequent WAEC portal exercise. <Cite refs={[“turn922004search1″,”turn922004search2”]}/>
These stages should not be collapsed into one deadline. For accurate historical reporting, refer to the individual directives and distinguish the date candidates were asked to review choices from the dates schools were instructed to upload information.
The following steps explain how candidates and parents can check the accuracy of their school-selection information. They are general guidance, not a claim that every step was mandatory in exactly this form under the 2026 directives.
Check the candidate’s BECE information
Ensure that the candidate’s name, index number, JHS details and other required information are correct. Keep examination records and any documents provided by the school in a safe place.
Review the selected schools
Compare the recorded school choices with the choices the candidate and parent or guardian intended to submit.
Check the spelling of school names and any school codes or programme details required by the selection process.
Check programme and residential preferences
Where the selection process requires programme and boarding or day preferences, confirm that these match the candidate’s intentions and the school’s available options.
Candidates should use the applicable school-selection guidelines rather than assume that a school offers every programme or residential arrangement.
Raise discrepancies with the school
If a candidate discovers an incorrect choice or missing information, contact the JHS head or the designated school officer promptly.
Explain the discrepancy clearly and provide relevant records. Do not assume that a submitted selection can be changed at any time; the available correction procedure depends on the applicable instructions and the stage of the process.
Keep relevant records
Retain a copy of the selection form or other confirmation record if one was issued. Record any official communication concerning corrections or subsequent submission.
What Happened During the August 2026 Upload Exercises?
EducateGhana.com reported that heads of basic schools were directed to upload candidates’ school choices through the CSSPS system during an exercise scheduled for 19–21 August 2026. A subsequent report described a WAEC portal window from 24–27 August 2026 for the capture and uploading of school-selection data.
These reports highlight the importance of distinguishing between candidate-facing selection activities and school-level data submission.
For candidates and parents, the practical lesson is to communicate with the JHS and confirm that the information submitted on the candidate’s behalf matches the intended choices. For school authorities, accurate data entry and compliance with the applicable deadlines are essential administrative responsibilities.
The dates above are historical. Anyone seeking assistance with an unresolved 2026 case should obtain current instructions from the relevant school and education authorities rather than assume that the original submission windows remain open.
What Should Candidates Consider When Choosing Schools?
Candidates should approach school selection thoughtfully rather than choosing institutions solely because they are popular.
Important considerations include:
Programme availability: Check that the school offers the intended programme.
Academic interests: Consider the candidate’s strengths, interests and future educational goals.
Residential arrangements: Review boarding or day options and any applicable restrictions.
Location: Consider distance, transport and family circumstances where relevant.
Selection rules: Follow the official school-category and choice requirements for the relevant year.
Realistic preferences: Discuss the options with parents, guardians and school authorities.
No individual school choice guarantees admission. Final placement depends on the applicable placement rules, the candidate’s results, the choices submitted and the availability of places.
Does Confirming School Choices Guarantee SHS Placement?
No. Reviewing or submitting school choices is one part of the wider selection and placement process. It does not guarantee admission to a particular school.
Placement is subject to the applicable rules, the candidate’s examination results, programme and school preferences, and available vacancies.
Candidates and parents should also distinguish between confirmation of submitted information and the release of final placement results. These are different stages and may have different instructions and timelines.
What Should Parents Do If a Candidate’s Choices Are Incorrect?
Parents who identify a discrepancy should contact the candidate’s JHS first and ask what official correction or escalation process applies.
They should keep copies of the original choices, any confirmation records and relevant correspondence. If the school cannot resolve the issue, parents should request guidance from the appropriate district or municipal education office or other authority identified in current official instructions.
Avoid paying unofficial intermediaries who promise guaranteed placement or claim they can change submitted choices outside authorised procedures.
Because the original submission windows have passed, candidates with outstanding issues should seek current, case-specific advice rather than rely on an old deadline.
Can candidates change their school choices after BECE results?
The ability to change choices depends on the official process and the stage at which the candidate’s information has been submitted. Candidates should follow the applicable GES and CSSPS instructions and confirm any permitted correction procedure with their school.
Who was responsible for uploading school choices in August 2026?
EducateGhana.com reported that heads of basic schools were directed to upload candidates’ school choices during the August 2026 exercises. <Cite refs={[“turn922004search1″,”turn922004search2”]}/>
Were the July and August dates the same exercise?
Not necessarily. The published reports describe an initial confirmation stage and later school-level data submission activities. The precise relationship between each stage should be established from the original directives.
What happens if a candidate misses a deadline?
Do not assume that late submission or correction will automatically be accepted. Contact the relevant school and education authorities for current instructions on the candidate’s specific situation.
Does submitting school choices guarantee placement?
No. Submission does not guarantee a place at a particular school. Placement is subject to the applicable rules, the candidate’s results and preferences, and available vacancies.
Where should parents obtain reliable placement information?
Parents should consult official GES and CSSPS communications, relevant WAEC information and the candidate’s school. EducateGhana.com can provide explanatory reporting, but official directives should govern decisions and deadlines.
Trust and Verification
Institutions referenced: Ghana Education Service (GES), West African Examinations Council (WAEC) and CSSPS.
Last Updated: 25 October 2026 Fact Checked By: Ferdinand Ellis Publisher: EducateGhana.com
This article is an explanatory guide based on published reporting and should not replace the original official directives. Readers should confirm procedural requirements and any current remedies with the relevant authorities.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum and pedagogy, teacher education, educational assessment, education policy and examination guidance.
Stay Updated With Ghana Education News
Follow EducateGhana.com for education news, examination updates, CSSPS placement information, school admission guidance, teacher welfare updates and education policy analysis.
How to Buy WAEC BECE Results Checker Using Mobile Money 2026: Step-by-Step Guide for Candidates
Learn how to buy WAEC BECE Results Checker using Mobile Money in Ghana. Follow this step-by-step guide to get your PIN and check results online.
By Ferdinand Ellis Education Blogger | Curriculum Specialist | Researcher
Continue reading more education guides and analysis from Ferdinand Ellis, Education Blogger, Curriculum Specialist and Researcher.
The WAEC BECE Results Checker 2026 is required by candidates who want to access their Basic Education Certificate Examination results online after the West African Examinations Council (WAEC) officially releases the results.
One of the easiest ways for candidates and parents to obtain the results checker voucher is through Mobile Money (MoMo).
Editorial Note:
This guide is prepared to assist candidates and parents using official information from WAEC and recognised education authorities. It will be updated whenever new procedures are announced.
Quick Facts: WAEC BECE Results Checker 2026
Information
Details
Examination
Basic Education Certificate Examination (BECE)
Authority
West African Examinations Council (WAEC)
Purpose
Access BECE results online
Requirement
Results Checker PIN and Serial Number
Payment Method
Mobile Money
Users
BECE candidates, parents and schools
What Is WAEC BECE Results Checker?
The WAEC BECE Results Checker is an electronic voucher that allows candidates to access their examination results through the official WAEC results platform.
The voucher contains two important details:
PIN
Serial Number
Candidates need these details together with their examination information before their results can be displayed.
Without a valid results checker voucher, candidates cannot access their BECE results online.
The BECE results are important for the next stage of education after Junior High School.
Candidates use their results for:
Senior High School (SHS) placement
Senior High Technical School (SHTS) admission
TVET institution placement
Admission documentation
After results checking, candidates must carefully follow the CSSPS school selection and placement process.
Common Problems When Buying WAEC BECE Results Checker
Payment Successful But Voucher Not Received
Candidates should:
Check their SMS inbox
Confirm whether payment was completed
Contact the relevant support channels if the issue continues
Invalid PIN or Serial Number
This may happen because:
Details were entered incorrectly
The voucher has already been used
There was a typing error
Candidates should carefully enter all information before submission.
How Do I Buy WAEC BECE Results Checker Using Mobile Money?
You can buy WAEC BECE Results Checker using Mobile Money by accessing the Mobile Money payment menu, selecting WAEC Results Checker, making payment and receiving your PIN and Serial Number through SMS.
Frequently Asked Questions (FAQs)
1. Can I buy WAEC BECE Results Checker using Mobile Money?
Yes. Candidates and parents can purchase the voucher through approved Mobile Money payment channels.
2. What information do I need to check my BECE results?
You need your index number, examination year, Results Checker PIN and Serial Number.
3. Can I check BECE results without a Results Checker?
No. Candidates need a valid voucher before accessing their results online.
4. How many times can I use one Results Checker voucher?
The number of times a voucher can be used depends on WAEC’s approved usage conditions.
5. What should I do after checking my BECE results?
Candidates should proceed to the CSSPS school selection and placement process for SHS admission.
Trust and Verification
Source: West African Examinations Council (WAEC) Prepared by: Ferdinand Ellis Last Updated: July 2026 Fact Checked By: EducateGhana.com Editorial Team
Explore teacher workload in Ghana, including classroom duties, administrative responsibilities, stress factors and solutions for improving teacher wellbeing.
Introduction
Teacher workload is an important issue affecting teacher wellbeing, classroom effectiveness and education quality in Ghana. The work of a teacher extends beyond classroom teaching and includes lesson preparation, assessment, administrative duties, school activities and responsibilities assigned by education authorities.
While teachers are expected to perform multiple roles to support learners and schools, excessive workload can affect motivation, job satisfaction and professional commitment.
A balanced workload allows teachers to prepare quality lessons, provide effective learner support and maintain professional wellbeing.
In Ghana, discussions about teacher workload often focus on class sizes, inadequate teaching resources, administrative responsibilities and the differences between urban and rural school environments.
Understanding teacher workload is essential because the quality of education depends not only on having qualified teachers but also on creating conditions that allow them to perform effectively.
Research indicates that excessive workload and workplace pressure can contribute to teacher stress, dissatisfaction and decisions to leave the profession (Ingersoll, 2001).
When teachers spend significant time on administrative tasks and other responsibilities, they may have less time to:
research content
prepare learning activities
develop teaching materials
reflect on teaching practice
Reduced preparation time may affect classroom effectiveness.
3. Limited Individual Support for Learners
Teachers with large workloads may find it difficult to provide personalised support to learners.
This can affect:
learners who need additional assistance
remedial teaching
feedback quality
learner engagement
A manageable workload allows teachers to respond better to diverse learner needs.
4. Reduced Professional Development Opportunities
Teachers need time to participate in professional learning activities.
Excessive workload may limit opportunities for:
workshops
professional courses
research activities
collaboration with colleagues
Continuous professional development is important for maintaining teaching quality.
Teacher Stress and Wellbeing Challenges in Ghana
Teacher stress occurs when professional demands exceed the available resources, support or time needed to manage responsibilities effectively.
Common sources of teacher stress include:
heavy teaching schedules
examination pressure
administrative demands
inadequate resources
difficult school environments
limited recognition
Stress does not only affect teachers personally. It can also influence classroom relationships, teaching quality and commitment to the profession.
Creating supportive working environments is therefore essential for teacher wellbeing.
Differences in Teacher Workload Between Urban and Rural Schools
Teacher workload is not experienced equally across Ghana.
Teachers in rural and deprived communities may face additional pressures because of:
teacher shortages
multi-grade teaching situations
limited infrastructure
fewer support services
additional community responsibilities
Urban teachers may face different challenges, including:
larger class sizes
high enrolment pressures
increased administrative expectations
Policies addressing teacher workload must therefore consider the different realities across school contexts.
Strategies for Managing Teacher Workload in Ghana
1. Increase Teacher Recruitment and Deployment
Addressing teacher shortages can reduce pressure on existing teachers.
Effective deployment ensures that schools have adequate staff based on learner population and needs.
2. Reduce Unnecessary Administrative Burden
Schools should review administrative tasks and ensure that documentation requirements do not interfere with core teaching responsibilities.
3. Provide Adequate Teaching Resources
Availability of textbooks, digital tools and teaching materials can reduce the extra effort required from teachers.
4. Strengthen School Leadership Support
Headteachers should promote workload balance through:
fair allocation of duties
effective communication
teacher support systems
5. Promote Teacher Wellbeing Programmes
Education authorities should consider programmes that support:
mental wellbeing
professional support
workplace satisfaction
A healthy teacher is better positioned to support learners effectively.
Conclusion: Managing Workload to Strengthen Teaching Quality
Teacher workload is a significant factor affecting teacher wellbeing, motivation and education quality in Ghana.
While teachers have important responsibilities beyond classroom instruction, excessive demands can reduce effectiveness and contribute to professional dissatisfaction.
Addressing workload challenges requires a comprehensive approach involving adequate teacher recruitment, improved resources, supportive leadership and policies that recognise teachers’ professional needs.
A sustainable education system must ensure that teachers have the time, resources and support required to perform their roles effectively.
Supporting teachers is ultimately supporting learners and the future of Ghana’s education system.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist and policy analyst. He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include teacher education, curriculum implementation, classroom interaction and education policy analysis.
FAQ
What is teacher workload in Ghana?
Teacher workload refers to the total professional responsibilities teachers perform, including classroom teaching, assessment, preparation and administrative duties.
What causes heavy teacher workload in Ghana?
Major causes include large class sizes, teacher shortages, administrative responsibilities and limited teaching resources.
How does workload affect teachers?
Heavy workload can increase stress, reduce preparation time, affect motivation and contribute to teacher burnout.
How can Ghana reduce teacher workload?
Ghana can reduce workload through better teacher recruitment, improved resources, reduced administrative burden and stronger school support systems.
Does teacher workload affect education quality?
Yes. Excessive workload can affect teaching effectiveness, learner support and overall education outcomes.
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.comis 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.
Ghana Education Service. (2020). Collective agreement for teaching staff within the Ghana Education Service. Accra, Ghana.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education. UNESCO.
World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank.
Suggested Citation (APA 7th Edition)
Ellis, F. (2026). Teacher workload in Ghana explained: Teaching responsibilities, challenges, stress factors and policy solutions. EducateGhana.com.
Explore teacher motivation in Ghana, including welfare, salaries, leadership, working conditions and factors affecting teacher performance and retention.
Teacher Motivation in Ghana Explained: Factors Affecting Teacher Performance, Commitment and Retention
Introduction
Teacher motivation is a major factor influencing the quality of education delivery in Ghana. Motivated teachers are more likely to demonstrate commitment, engage effectively with learners and contribute positively to school improvement.
Teaching requires more than professional knowledge. It demands dedication, patience and continuous effort. The conditions under which teachers work therefore influence their willingness to perform effectively and remain committed to the profession.
Teacher motivation is shaped by both financial and non-financial factors. While salaries and allowances are important, teachers also consider recognition, professional growth, leadership support, working conditions and respect for their profession.
Understanding teacher motivation is essential because it connects directly with teacher performance, retention and the overall quality of education.
Research indicates that teacher motivation influences classroom behaviour, job satisfaction and decisions about remaining in the teaching profession (Skaalvik & Skaalvik, 2011).
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Understanding Teacher Motivation
Teacher motivation refers to the factors that influence a teacher’s willingness, commitment and enthusiasm to perform professional duties.
It includes both internal and external influences.
Intrinsic Motivation
Intrinsic motivation comes from personal satisfaction and professional fulfilment.
Examples include:
passion for teaching
desire to help learners succeed
professional pride
personal commitment to education
Many teachers enter the profession because they value the opportunity to influence learners’ lives.
Extrinsic Motivation
Extrinsic motivation comes from external rewards and working conditions.
Examples include:
salary
allowances
promotion opportunities
recognition
job security
supportive policies
A balanced education system must address both intrinsic and extrinsic motivation because teachers need personal commitment and institutional support.
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Factors Affecting Teacher Motivation in Ghana
1. Salaries and Financial Benefits
Salary remains one of the important factors influencing teacher motivation.
Teachers consider whether their income can adequately support:
household needs
transportation
accommodation
professional development
changing economic conditions
Although money alone does not determine motivation, inadequate financial conditions may affect morale and commitment.
Fair and competitive remuneration helps teachers feel valued and recognised.
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2. Working Conditions in Schools
The school environment has a strong influence on teacher motivation.
Important working condition factors include:
availability of teaching and learning materials
classroom facilities
workload
school safety
administrative support
Teachers working in challenging environments may experience reduced motivation when adequate support is unavailable.
Improving school conditions can therefore contribute to stronger teacher commitment.
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3. Recognition and Professional Respect
Teachers want to feel that their contributions are valued by society, school leadership and education authorities.
Recognition can come through:
appreciation from school leaders
awards and professional recognition
involvement in decision-making
respect for teachers’ expertise
A profession that recognises its members is more likely to maintain motivated professionals.
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ARTICLE 40 (CONTINUATION)
Teacher Motivation in Ghana Explained: Factors Affecting Teacher Performance, Commitment and Retention
4. School Leadership and Administrative Support
School leadership plays an important role in shaping teachers’ motivation and commitment.
Headteachers and school administrators influence teacher experiences through:
communication style
fairness in decision-making
professional support
recognition of teacher efforts
conflict management
A supportive school leader can encourage teachers to perform better and develop professionally.
Poor leadership practices, however, may contribute to frustration, reduced morale and workplace dissatisfaction.
Effective school leadership should create an environment where teachers feel respected, supported and involved in school improvement activities.
Research shows that supportive school environments and positive leadership relationships are associated with higher teacher satisfaction and stronger professional commitment (Skaalvik & Skaalvik, 2011).
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5. Career Growth and Professional Development Opportunities
Teachers are more motivated when they see opportunities for professional advancement.
Career growth opportunities include:
promotion
further education
professional training
leadership responsibilities
research opportunities
A teacher who sees a clear career pathway is more likely to remain committed to the profession.
Professional development also improves confidence because teachers gain new knowledge and skills to address classroom challenges.
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6. Teacher Transfers and Rural Posting Conditions
The location where a teacher works can influence motivation.
Teachers posted to rural and deprived communities may face challenges such as:
limited accommodation
transportation difficulties
fewer social amenities
distance from family support systems
Without adequate support, these conditions may reduce motivation among teachers serving in difficult areas.
Improving rural teacher support is therefore important for maintaining commitment and ensuring equitable education delivery.
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➡️ Teacher Transfers in Ghana Explained: GES Transfer Process, Rules, Application Requirements and Welfare Challenges
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Challenges Affecting Teacher Motivation in Ghana
Despite efforts to improve teacher welfare, several challenges continue to affect motivation.
1. Economic Pressure
Rising living costs affect teachers’ financial wellbeing and may reduce satisfaction with employment conditions.
2. Heavy Workload
Teachers often manage classroom teaching alongside assessment, administrative duties and extracurricular responsibilities.
3. Limited Resources
Insufficient teaching materials and inadequate infrastructure may make classroom work more difficult.
4. Perceived Lack of Recognition
When teachers feel that their contributions are not sufficiently recognised, professional morale may decline.
5. Unequal Working Conditions
Differences between urban and rural schools create varying teacher experiences across the country.
Addressing these challenges requires policies that consider both teacher welfare and the realities of classroom practice.
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Strategies for Improving Teacher Motivation in Ghana
1. Strengthening Teacher Welfare
Improving salaries, accommodation support and welfare benefits can enhance teacher satisfaction.
2. Improving School Environments
Providing adequate teaching materials, infrastructure and administrative support can improve daily teaching experiences.
3. Expanding Career Opportunities
Clear pathways for promotion, professional development and leadership roles encourage teachers to remain committed.
4. Recognising Teacher Contributions
Awards, appreciation programmes and professional recognition can improve morale.
5. Supporting Teachers in Difficult Areas
Additional support for teachers in deprived communities can improve retention and motivation.
Teacher motivation should be treated as a long-term education investment rather than a temporary intervention.
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Conclusion: Motivated Teachers Build Stronger Education Systems
Teacher motivation remains central to improving education quality in Ghana.
Teachers require more than professional qualifications to succeed. They need supportive working conditions, fair welfare systems, opportunities for growth and recognition of their contribution.
Improving teacher motivation requires a balanced approach that addresses financial needs, professional aspirations and workplace conditions.
When teachers are motivated, learners benefit through improved classroom engagement, stronger teaching practices and better educational outcomes.
Investing in teacher motivation is therefore an investment in Ghana’s education future.
About the Author
Ferdinand Ellis is an education researcher, curriculum specialist and policy analyst. He holds an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include teacher education, curriculum implementation, classroom interaction and education policy analysis.
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Experience
The article reflects practical understanding of Ghana’s education system, teacher welfare issues and professional challenges.
Expertise
The author has academic expertise in curriculum and pedagogic studies, with research interests in teacher education and education policy.
Authority
EducateGhana.com publishes education intelligence articles, research dossiers and evidence-based analysis on Ghana’s education sector.
Trustworthiness
The article draws from academic research, professional standards and recognised education sources.
FAQ
What factors affect teacher motivation in Ghana?
Teacher motivation is influenced by salaries, working conditions, leadership support, professional development, recognition and career opportunities.
Why is teacher motivation important?
Motivated teachers are more committed, perform better and contribute positively to learner outcomes.
Does salary determine teacher motivation?
Salary is important, but motivation also depends on working conditions, recognition, professional growth and support.
How can Ghana improve teacher motivation?
Ghana can improve motivation through better welfare support, improved school environments, career opportunities and recognition programmes.
What is the relationship between teacher motivation and retention?
Higher teacher motivation can improve job satisfaction and reduce the likelihood of teachers leaving the profession.
References (APA 7th Edition)
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Ghana Education Service. (2020). Collective agreement for teaching staff within the Ghana Education Service. Accra, Ghana.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education. UNESCO.
World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank.
Suggested Citation (APA 7th Edition)
Ellis, F. (2026). Teacher motivation in Ghana explained: Factors affecting teacher performance, commitment and retention. EducateGhana.com.
