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All BECE graduates will be placed, GES confirms ahead of September intake

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Ferdinand  | EducationGhana | May 24 |  All BECE graduates will be placed, GES confirms ahead of September intake

 

The Ghana Education Service (GES) has assured all Junior High School graduates that comprehensive arrangements have been put in place to accommodate every qualified student into Senior High and Technical Schools across the country when the 2026 academic year begins on September 18.

The assurance comes amid reports suggesting that about 72,000 students risk not being placed, claims the Service has firmly dismissed as inaccurate and misleading.

 

In a statement issued on May 14, the Management of the GES congratulated all candidates who successfully completed the Basic Education Certificate Examination (BECE) and urged the public to disregard the reports circulating in sections of the media.

“The report circulating in sections of the media suggesting that about 72,000 students risk not being placed is speculative and does not reflect the reality. We, therefore, urge the public to disregard it,” the statement read.

The Service stressed that all qualified candidates will be placed in senior high schools and technical institutions, adding that sufficient infrastructure and facilities have been made available nationwide to absorb incoming students.

“There are adequate infrastructure and facilities to accommodate all qualified students,” Management assured.

 

GES further addressed concerns about the ongoing phasing out of the double-track system, noting that the reform process will not limit access to secondary education.

 

It explained that the transition is designed to improve the quality of teaching and learning while ensuring continued access for all eligible students.

“It will rather improve the quality of teaching and learning while maintaining full access for all students,” the statement said.

 

The Service reaffirmed its commitment to equitable, inclusive and quality education, urging stakeholders, including parents, teachers and the general public, to support efforts aimed at strengthening the education system.

The GES also encouraged calm among parents and guardians, insisting that no qualified student would be denied placement due to capacity constraints.

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Togbe Edem supports Adaklu senior high schools with foodstuff

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FERDINAND ELLIS
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Togbe Edem supports Adaklu senior high schools with foodstuff

 

Ferdinand  | EducationGhana | May 24 | Togbe Edem supports Adaklu senior high schools with foodstuff

The Etufia (War Lord) of Adaklu-Tsriefe in the Adaklu District of the Volta Region, Togbe Edem III, who is a seasoned farmer, has donated part of the harvest from his farms to the two senior high schools in the area.

 

 

The beneficiary schools are the Gbekor SHS at Adaklu-Abuadi and Adaklu SHS at Adaklu-Waya.

The items included bags of rice and corn, in addition to bags of gari, all worth about GHS 6,000.

Presenting the foodstuff to the Gbekor SHS on Monday (May 18), Togbe Edem, who is also an entrepreneur, said the gesture was to contribute to the comfort of the students and smooth learning on the campus.

He urged the students to study diligently towards a bright future and become worthy ambassadors of their alma mater.

Gratitude

For his part, an Assistant Headmaster of Gbekor SHS, Agbee Segbe, expressed gratitude for the donation and said it was very relieving and timely.

 

 

He said the school now had an enrolment of 333 and had ample space for more students.

 

 

The assistant headmaster said that, by the donation, Togbe Edem had demonstrated his concern for the welfare of the school.

Educational Resources

 

 

Later in the day, at the Adaklu SHS, the Headmaster, Bright Agbesi-Akati, thanked Togbe Edem for the donation and said the school, with an enrolment of 1,172, needed furniture for the students, as well as a perimeter fence and a school bus.

Assurance

The District Chief Executive (DCE), Jerry Yaw Ameko, gave an assurance that efforts were underway to address some of the school’s pressing needs, especially the need for a school bus, park, and furniture, soon.

The head prefect of the school, Isis Nhyria Osakwe-Kokayi, thanked Togbe Edem for the gesture and said the students had no reason to sneak out to look for food.

She urged other public-spirited individuals to also support the school.

Togbe Edem supports Adaklu senior high schools with foodstuff
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TVET enrolment up 8% nationwide – Dr. Apaak

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FERDINAND ELLIS
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TVET enrolment up 8% nationwide – Dr. Apaak

Ferdinand  | EducationGhana | May 24 | TVET enrolment up 8% nationwide – Dr. Apaak

 

The Deputy Minister of Education, Dr. Clement Apaak, says enrolment in Technical and Vocational Education and Training institutions has increased by more than eight per cent nationwide.

This year, a total of 61,506 students enrolled in TVET related institutions, representing an increase of 8.6 per cent over last year’s enrollment of 55,295 students.

DR Apaak said increasing the number of students choosing TVET as a career path was encouraging and reflected growing confidence in technical and vocational education across the country.

“We are excited because we are seeing an increase in the number of students who are opting for TVET as their line of academic and professional pursuit,” he said.

“The data indicates that from last year’s numbers we are seeing an upsurge of slightly above eight percent,” Dr. Apaak added.

Dr. Apaak disclosed this last Wednesday after touring selected Technical and Vocational Education and Training (TVET) institutions in Accra during ongoing final examinations for students in the sector.

 

The Deputy Minister visited the Accra Technical Training Centre and the Opportunities Industrialization Technical Institute (OITI), where he interacted with candidates, instructors and officials supervising the examinations.

Dr Apaak stated that about 61,500 students nationwide were currently sitting for the examinations, describing the figure as a positive sign for Ghana’s future workforce development.

“So let me use this opportunity to wish the candidates well and to thank their instructors, tutors and parents for helping to prepare them for this moment,” he said.

Essential to national devt

Dr. Apaak encouraged parents and students to consider TVET programmes, stressing that technical and vocational skills were essential to national development and industrial growth.

“We believe that to develop as a nation, we need to emphasize, promote and encourage more of our young people to take up TVET,” he noted.

He said the Education Minister Haruna Iddrisu had already taken steps to advance TVET development, including securing a five-million-euro grant from Italy dedicated to the sector and advocating parliamentary approval for the proposed TVET Fund.

 

Industrialisation 

The Deputy Minister said Ghana was positioning its TVET sector along the lines of industrialised nations.

Dr. Apaak said the government was determined to strengthen technical and vocational education because of its importance to national development and industrial growth.

“And we look up to countries like Japan, like Singapore, like South Korea, like China, like Malaysia, even America and Germany,” he stated.

“One of the reasons why they have progressed the way they have is because they gave a lot of attention to and invested in and encouraged their students to take up TVET,” he added.

 

He said Ghana was moving in a similar direction by promoting technical and vocational education among young people.

“So that is where we are moving towards,” Dr. Apaak stressed.

Government interest 

He noted that increasing enrolment figures in the sector showed growing interest among students in technical and vocational education.

Education

“We are excited because we are seeing an increase in the number of students who are opting for TVET as their line of academic and professional pursuit,” he said.

He also highlighted measures being pursued by the government to support the sector, including the proposed TVET Fund currently before Parliament.

The Deputy Minister said President John Dramani Mahama had outlined clear commitments on TVET in the National Democratic Congress’ 2024 manifesto, while Education Minister Haruna Iddrisu was already implementing policies aimed at improving technical and vocational education nationwide.

TVET enrolment up 8% nationwide – Dr. Apaak
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President Mahama vows to end double track system in all SHSs by 2027

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FERDINAND ELLIS
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President Mahama vows to end double track system in all SHSs by 2027

Ferdinand  | EducationGhana | May 24 | GES Clarifies Responsibility Allowance for Teaching and Non-Teaching Staff

 

President John Dramani Mahama has given his firmest commitment yet to ending the controversial double track system in senior high schools, setting 2027 as the definitive deadline for its complete elimination.

Speaking in Accra last Wednesday, May 13, the President anchored his pledge to a $300 million World Bank facility under the Transformative Secondary Education for Access, Results and Relevance for Jobs (STARR-J) project, which will fund the upgrade of 50 senior high schools across the country.

“By 2027, there should be no secondary school implementing a double track system in Ghana,” President Mahama declared. “The STARR-J project is going to assist the Ghana government achieve its target of bringing an end to double track in our secondary school system by next year.”

Under the initiative, 30 category C schools will be upgraded to category B, while 20 category B schools will be elevated to category A. The President described the investment as going beyond mere infrastructure expansion. “This strategic investment is not simply about expanding infrastructure; it is fundamentally about promoting equity, improving quality and widening opportunities for every Ghanaian child,” he stressed.

The STARR-J project will also revive the community day school concept through the construction of new E-blocks in urban and peri-urban communities, a measure the President said would ease pressure on existing boarding facilities. “If we get some of the children to go to school within their communities, it will ease the pressure on the boarding schools that are elsewhere,” he explained.

The double track system was introduced in September 2018 as a stop-gap measure following a surge of over 30 percent in public SHS enrolment triggered by the Free Senior High School policy launched in 2017. Under the arrangement, students were divided into two cohorts — the Green Track and Gold Track — alternating between campus attendance and scheduled breaks at roughly three-month intervals. Though it expanded access, it drew sustained criticism from parents, teacher unions and education stakeholders who raised concerns about extended periods at home, an accelerated curriculum and strain on both students and teachers.

Beyond infrastructure, STARR-J will also fund continuous professional development for teachers, including digital literacy training and artificial intelligence integration. President Mahama also announced reforms to teacher career progression, noting that advancement to senior ranks would no longer depend on the availability of administrative positions. “Teachers can now progress on merit, competence, experience, performance, and years of dedicated service,” he said.

The government has additionally allocated GH¢1 billion from the Ghana Education Trust Fund (GETFund) to complete stalled infrastructure projects in schools currently operating under the double track arrangement, underscoring the administration’s resolve to make the 2027 target a reality.

President Mahama vows to end double track system in all SHSs by 2027
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WNR: Lack of teachers in Bia East compels one teacher to handle all subjects at Akwabengkrom JHS

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FERDINAND ELLIS
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WNR: Lack of teachers in Bia East compels one teacher to handle all subjects at Akwabengkrom JHS

Ferdinand  | EducationGhana | May 24 | WNR: Lack of teachers in Bia East compels one teacher to handle all subjects at Akwabengkrom JHS

 

The shortage of teachers in the Bia East District is becoming a serious challenge, negatively affecting teaching and learning in many schools across the district.

At Akwabengkrom JHS, the situation has forced one teacher to teach all subjects from JHS 1 to JHS 3.

Speaking to Onua News, the only teacher at the school, Mr. Isaac Kubo, shared his ordeal. He said that for the past four months, he has been the only teacher handling classes for all the JHS students in the school.

Classroom without teachers

Mr. Kubo explained that he is not only teaching his own subject area but also all subjects across the three classes, a situation he described as very difficult and overwhelming. According to him, this has made it hard to complete the syllabus before the JHS 3 students sit for their final examinations.

He added that at times, some teachers from the primary school use their free periods to assist him with teaching.

Mr. Kubo also revealed that the classroom structure the students use is in poor condition. He said the building is weak and shaking, making it unsafe and discouraging some students from attending school regularly.

He noted that the District Assembly started constructing a new classroom block for the school, but the project has not yet been completed. He appealed to the Assembly to complete the project so the students can have a safe place to study.

He further called on the Ghana Education Service to recruit and post more teachers to the district, especially to Akwabengkrom, to improve education in the area.

Residents of the community also expressed concern over the situation, describing it as disheartening that an entire junior high school has only one teacher handling all subjects.

They questioned how their children can compete with students in urban areas during the Basic Education Certificate Examination under such conditions.

The residents said that both the poor learning environment and the lack of teachers are affecting the quality of education in the community. They are therefore appealing to the Ghana Education Service and the Ministry of Education to post more teachers to the area so that their children can have equal access to quality education.

By Emmanuel Sowah

Ghana’s Most Authentic Education News Platform

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OMSU 2006 Year Group to Launch 20th anniversary celebrations and major legacy project for Mawuli School

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FERDINAND ELLIS
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OMSU 2006 Year Group to Launch 20th anniversary celebrations and major legacy project for Mawuli School

Ferdinand  | EducationGhana | May 24 | OMSU 2006 Year Group to Launch 20th anniversary celebrations and major legacy project for Mawuli School

 

The 2006 Year Group of the Old Mawuli Students Union (OMSU) has announced the official launch of its 20th-anniversary celebrations, scheduled for June 6, 2026.

Widely regarded as one of the most vibrant cohorts to have passed through the walls of Mawuli School, the group’s upcoming launch will kick off a months-long calendar of activities. The celebrations are set to culminate in a grand homecoming event and the unveiling of a flagship legacy project, which will be presented to the school on October 23, 2026, in Ho.

While organizers have kept the specific details of the project under wraps, they have described it as a significant and lasting contribution designed to substantially benefit the school community. Full details of the infrastructural or educational intervention are expected to be disclosed in the coming weeks.

OMSU 2006 Year Group to Launch 20th Anniversary Celebrations, Unveils Plans for Major Project at Mawuli School

Old student associations across Ghana continue to play a critical role in sustaining the quality of secondary education. By providing essential resources for teaching, learning, and improving student social wellbeing, alumni cohorts have frequently stepped in to augment government efforts. The OMSU 2006 Year Group’s anniversary project aims to firmly extend this long-standing tradition.

This milestone announcement follows closely on the heels of Mawuli School’s massive 75th-anniversary celebrations, which dominated national headlines in October 2025. By gathering the alumni network in Ho on October 23, the 2006 Year Group intends to keep the school in the national spotlight and celebrate two decades of impact, friendship, and giving back.

OMSU 2006 Year Group to Launch 20th Anniversary Celebrations, Unveils Plans for Major Project at Mawuli School

According to the anniversary planning committee, further details regarding the venue for the June launch, the pre-anniversary event calendar, and packages for the main celebration weekend will be communicated to all members in due course.

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Excessive screen time quietly damaging Ghana’s children – Parents warned

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FERDINAND ELLIS
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Excessive screen time quietly damaging Ghana's children - Parents warned

Ferdinand  | EducationGhana | May 24 | Excessive screen time quietly damaging Ghana’s children – Parents warned

 

Children across Ghana are spending four, five, six, or more hours a day on smartphones, tablets, and gaming devices, and the consequences are showing up in classrooms, in homes, and in mental health.

 

That was the stark warning delivered to parents on Saturday by Mr. Mawuko Dzamesi, Administrator of Sonrise Christian International School, Ho, at the institution’s 28th graduation ceremony. Presenting the school’s annual Management Report, Mr. Dzamesi described excessive screen use as “one of the most quietly damaging challenges facing our children today,” and called for a conscious, collective response from parents, schools, and the wider community.

Citing World Health Organization (WHO) guidelines, the Administrator noted that children under two should have no screen time at all, and those aged three to four, no more than one hour daily. School-age children, he stressed, should use screens only to supplement, not replace, sleep, physical activity, and face-to-face interaction.

The evidence, Mr. Dzamesi said, is unambiguous. Excessive screen exposure is consistently linked to reduced attention spans, delayed language development in young children, poor sleep quality, and rising anxiety and depression among adolescents.

“In our classrooms, we see it,” he told the gathering, pointing to learners who struggle to focus for extended periods and find it harder to sustain effort on tasks that require patience.

Rejecting the temptation to blame parents, the Administrator described the problem as a systemic one, noting that digital platforms are deliberately engineered to maximise engagement. He offered three practical interventions: designating device-free times in the home, particularly meal times, study hours, and the hour before bed; making screen use purposeful through educational content and shared viewing; and replacing passive scrolling with sport, books, music, art, and conversation.

“We cannot equip our children for excellence if we allow their attention to be colonised by uncurated content,” Mr. Dzamesi concluded, tying the message to this year’s graduation theme, “Equipped for Excellence, Called to Serve.”

The intervention forms part of a tradition Mr. Dzamesi has built of using each graduation to spotlight a major issue affecting children — following his addresses on bullying in 2024 and examination malpractice in 2025.

Delivering the keynote address, Guest Speaker Mr. Simon Kofigah, an old student of the school, urged graduates to take their character as seriously as their grades. “Excellence is not the goal. Service is the goal. Excellence is just the tool,” he told the gathering, drawing on his own journey from Sonrise through Mawuli School and the University of Cape Coast.

The school’s Proprietress, Madam Janet Dzamesi, was commended for sustaining the vision of the late founder, Evangelist Samuel Komla Dzamesi, who established Sonrise 36 years ago. Alumni of the school now include teachers, nurses, doctors, lawyers, engineers, and finance professionals serving across Ghana and beyond.

The ceremony also marked a strong academic year for the school. Sonrise posted a 100 percent pass rate in the 2025 BECE, with several learners recording single-digit aggregates. The school’s quiz team reached the third round of the national Sharks Quiz Competition in Accra — its best-ever showing in the contest.

Beyond academics, the school reaffirmed its commitment to the spiritual and holistic formation of its learners. Weekly devotional sessions, a structured Friday extracurricular programme spanning sports, debates, cultural activities, health education, and career awareness, as well as engagements with the Ghana Police Service on personal safety, all form part of what the school describes as an education that prepares children not merely for examinations, but for life.

Management also formally launched a fundraising initiative to renovate the school’s library, appealing to parents, alumni, and well-wishers for support.

Excessive screen time quietly damaging Ghana's children - Parents warned
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UWR: Jamiat Al-Hidayat Girls Senior High School gets modern ICT training centre

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FERDINAND ELLIS
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UWR: Jamiat Al-Hidayat Girls Senior High School gets modern ICT training centre

Ferdinand  | EducationGhana | May 24 | UWR: Jamiat Al-Hidayat Girls Senior High School gets modern ICT training centre

 

Nassco Feeding Minds, in partnership with Deloitte, has inaugurated a modern ICT training centre at Jamiat Al-Hidayat Girls Senior High School to promote digital literacy and skills development among girls and young people in the Upper West Region.

Speaking at the launch ceremony, the Co-founder and Executive Director of Nassco Feeding Minds, Banasco Seidu Nuhu, said the facility forms part of the organisation’s efforts over the past 12 years to contribute to digital education and equip young people with skills needed to compete in the 21st century.

“We are particularly excited about this computer centre because it is the very first training centre we have established in a Girls’ senior high school,” he said.

According to him, the organisation believes girls’ education is essential to national development and was encouraged by the strong support received from the school’s Management, teachers and Parent-Teacher Association.

Nuhu

The Executive Director noted that the organisation had partnered with global institutions including Cisco to provide internet security systems that would block inappropriate online content and protect students while using the internet.

“We are very conscious about the challenges and some of the hazards the internet can pose to young people, and we have put in enough steps to protect them,” he stated.

He said although digital literacy had become compulsory in schools, government alone could not provide all the needed facilities and resources, making it necessary for organisations to support education delivery.

Computer lab

He explained that the organisation was also transforming its training centres into skills development hubs where young people could pursue careers in software engineering and access remote work opportunities through its NASCOTech initiative.

“It is one thing providing the facility and another thing getting the results that you intend to achieve,” he said, adding that the organisation would continue to support the students through coding clubs, ICT competitions and Olympiads to spark their interest in technology.

He further disclosed that the facility would not only serve students of the school but also young people in the Wa Municipality through various digital training programmes, including a six-month coding programme open to the public.

In a speech read on behalf of the Wa Municipal Director of Education, Madam Sophia Dimah Nandzo, described the project as a transformational initiative that had opened new opportunities for girls.

“What was once a standard space has now become a modern ICT centre, thanks to the generous partnership between Deloitte and Nassco Feeding Minds,” the statement said.

She urged learners to use the centre to learn coding, conduct research and compete globally, while encouraging school authorities to ensure every girl leaves the school digitally literate.

The Municipal Education Directorate also pledged its support towards maintaining the facility to serve future generations.

The Girls Prefect of the school, Afina Patricia Dadzie, expressed gratitude to the donors for the support, saying the computers would greatly improve ICT practical lessons.

“Though you will be taught in class, you will not have the feeling of how it is. But with this, you become computer literate and more advanced,” she said.

She assured the organisation and partners that learners would make good use of the laptops and the ICT centre.

By Ibrahim Abubakari Wangara

Ghana’s Most Authentic Education News Platform

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How to Write a Strong Personal Statement for Teacher Recruitment in Ghana

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FERDINAND ELLIS
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How to Write Lesson Notes Effectively in Ghana: A Complete Guide for Teachers (With Practical Examples)
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Ferdinand  | EducationGhana | May 24| How to Write a Strong Personal Statement for Teacher Recruitment in Ghana

Learn how to write a strong personal statement for teacher recruitment in Ghana. Discover structure, practical examples, writing tips, and mistakes to avoid for GES recruitment success.

Introduction

A personal statement is one of the most important documents in teacher recruitment applications. Whether applying for employment under the Ghana Education Service or private educational institutions, a well-written personal statement can significantly improve a candidate’s chances of being shortlisted.

Many qualified applicants lose opportunities because their personal statements are weak, generic, poorly organised, or filled with grammatical errors. Recruiters often use personal statements to assess:

  • Communication skills
  • Professional attitude
  • Teaching philosophy
  • Motivation for the profession
  • Suitability for the role

A strong personal statement should clearly explain who you are, your qualifications, teaching strengths, career goals, and why you are suitable for the teaching position.

This guide provides a detailed explanation of how to write an effective personal statement for teacher recruitment in Ghana, including structure, practical examples, and common mistakes to avoid.

What Is a Personal Statement?

A personal statement is a short professional essay submitted as part of a job or academic application.

It introduces:

  • Your educational background
  • Professional experience
  • Skills and competencies
  • Career motivation

In teacher recruitment, it helps employers understand your suitability beyond certificates and transcripts.

Why the Personal Statement Matters

1. Creates a First Impression

Recruiters may form opinions about applicants based on the quality of their writing.

2. Demonstrates Communication Skills

Teachers are expected to communicate effectively.

A poorly written statement may create doubts about professionalism.

3. Highlights Your Strengths

The statement allows applicants to explain strengths not fully captured in CVs or certificates.

4. Shows Passion for Teaching

Schools prefer candidates who demonstrate commitment to education and learner development.

Characteristics of a Strong Personal Statement

A good personal statement should be:

  • Clear
  • Professional
  • Organised
  • Concise
  • Error-free

It should also sound authentic rather than copied or overly exaggerated.

Recommended Structure for a Teacher Recruitment Personal Statement

1. Introduction

Introduce yourself briefly.

Include:

  • Full name
  • Professional qualification
  • Career interest

Practical Example

I am a dedicated and passionate education professional with a Bachelor of Education degree in Accounting from the University of Cape Coast and strong interest in learner-centred teaching and educational development.

2. Educational Background

Summarise your academic qualifications.

Example

Mention:

  • Diploma in Basic Education
  • Bachelor’s degree
  • Professional certifications

Practical Example

I hold an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, a Bachelor of Education in Accounting from the University of Cape Coast, and a Diploma in Basic Education from the Accra College of Education.

3. Teaching Experience and Skills

Explain relevant teaching experiences and strengths.

Examples of Skills to Mention

  • Classroom management
  • Lesson planning
  • Assessment strategies
  • ICT integration
  • Communication skills

Practical Example

During my teaching practice and professional experience, I developed strong classroom management and learner engagement skills. I effectively used activity-based teaching approaches and formative assessment strategies to improve student participation and understanding.

4. Passion and Teaching Philosophy

Explain why you want to teach.

Practical Example

I believe education is a powerful tool for transforming society, and I am passionate about helping learners develop academically, socially, and morally.

5. Contribution to the Institution

Explain how you can support the school or education system.

Practical Example

I am committed to contributing positively to academic excellence, discipline, and co-curricular activities within the school environment.

6. Conclusion

End professionally and confidently.

Practical Example

I am confident that my academic background, teaching skills, and dedication to education make me a suitable candidate for this opportunity.

Full Sample Personal Statement

PERSONAL STATEMENT

I am a committed and passionate education professional with strong interest in teaching, curriculum development, and learner-centred education. I hold an MPhil in Curriculum and Pedagogic Studies from the University of Education, Winneba, a Bachelor of Education in Accounting from the University of Cape Coast, and a Diploma in Basic Education from Accra College of Education.

Throughout my academic and professional journey, I have developed strong classroom management, communication, assessment, and instructional planning skills. My teaching philosophy is centred on creating inclusive, engaging, and supportive learning environments that encourage critical thinking, creativity, and active participation among learners.

I have practical experience in lesson preparation, formative assessment, and the use of learner-centred teaching approaches to improve academic performance. I am also passionate about educational research, curriculum implementation, and educational technology integration.

I believe education plays a vital role in national development, and I am committed to contributing positively to learner achievement, discipline, and institutional growth. I am confident that my academic background, professional skills, and dedication to teaching make me a suitable candidate for this position.

Thank you for considering my application.

Common Mistakes Applicants Make

1. Copying Generic Statements

Recruiters easily identify copied content.

Weak Example

“I am hardworking and respectful.”

This sounds vague without evidence.

Better Example

“I used learner-centred teaching strategies during teaching practice to improve class participation and learner confidence.”

2. Writing Too Much

Personal statements should be concise and focused.

3. Including Irrelevant Information

Avoid unnecessary personal details unrelated to teaching.

4. Grammatical Errors

Mistakes reduce professionalism.

Always proofread carefully.

5. Exaggeration

Be honest about qualifications and experience.

How to Make Your Personal Statement Stand Out

1. Use Specific Examples

Weak Statement

“I am good at teaching.”

Stronger Statement

“I used group discussions and formative assessment techniques to improve learner engagement during teaching practice.”

2. Show Professional Growth

Mention:

  • Workshops attended
  • Research interests
  • Educational leadership

3. Align With Educational Goals

Demonstrate commitment to:

  • Quality education
  • Learner development
  • National educational progress

Keywords That Strengthen Teacher Recruitment Statements

Use professional educational terms such as:

  • Learner-centred instruction
  • Classroom management
  • Formative assessment
  • Inclusive education
  • Curriculum implementation
  • Professional development

Role of ICT Skills in Teacher Recruitment

Modern schools value digital competence.

Mention:

  • Microsoft Office proficiency
  • Educational technology usage
  • Online teaching tools

Importance of Confidence and Authenticity

Your statement should reflect your real personality and professional identity.

Recruiters appreciate sincerity and clarity more than overly complicated language.

Personal Statement vs Application Letter

Many applicants confuse the two.

Personal Statement Application Letter
Explains background and motivation Formally applies for position
More descriptive More formal and direct
Highlights strengths Requests consideration

Both are important during recruitment.

Internal Learning Support

Related articles:

External Reference

For recruitment updates and teaching standards, refer to Ghana Education Service and National Teaching Council Ghana.

Conclusion

A strong personal statement can significantly improve a teacher’s recruitment chances by presenting qualifications, teaching philosophy, and professional strengths clearly and professionally.

Applicants who write focused, authentic, and well-structured statements are more likely to stand out during recruitment processes. A good personal statement should not only explain academic background but also demonstrate passion, competence, and commitment to education.

Careful preparation, proofreading, and use of practical examples can make your statement more persuasive and effective.

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Teacher Motivation and Its Impact on Learning Outcomes in Ghanaian Schools

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FERDINAND ELLIS
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Ferdinand  | EducationGhana | May 24 | Teacher Motivation and Its Impact on Learning Outcomes in Ghanaian Schools

Discover how teacher motivation affects student learning outcomes in Ghanaian schools. Learn the causes of low motivation, practical solutions, and strategies for improving educational performance.

Introduction

Teachers play a central role in the success of every educational system. They shape learners’ academic development, attitudes, discipline, confidence, and future aspirations. However, the effectiveness of teachers is influenced significantly by their level of motivation.

In many Ghanaian schools, discussions about educational quality often focus on infrastructure, curriculum reforms, or student performance while overlooking one of the most important factors: teacher motivation. A highly motivated teacher is more likely to prepare lessons effectively, engage learners actively, assess students properly, and create a positive classroom environment.

On the other hand, demotivated teachers may struggle with absenteeism, low enthusiasm, poor lesson delivery, and reduced commitment to learners’ success.

This article explores teacher motivation, the factors affecting it, and how it influences learning outcomes in Ghanaian schools. The discussion aligns with educational priorities within the Ghana Education Service and broader educational development goals promoted by the Ministry of Education Ghana.

 

What Is Teacher Motivation?

Teacher motivation refers to the internal and external factors that influence teachers’ commitment, enthusiasm, and willingness to perform their duties effectively.

Motivation affects:

  • Classroom performance
  • Professional commitment
  • Creativity in teaching
  • Relationships with learners

 

Types of Teacher Motivation

 

1. Intrinsic Motivation

Intrinsic motivation comes from personal satisfaction and passion for teaching.

Examples

  • Love for teaching
  • Desire to help learners succeed
  • Professional pride

How to Improve Student Performance in Basic Schools in Ghana: A Practical Guide for Teachers and School Leaders

 

2. Extrinsic Motivation

Extrinsic motivation comes from external rewards or conditions.

Examples

  • Salary and allowances
  • Promotions
  • Recognition and awards
  • Good working conditions

 

Why Teacher Motivation Matters

 

1. Improves Lesson Delivery

Motivated teachers prepare thoroughly and teach with confidence.

Practical Example

A motivated Science teacher uses practical demonstrations and classroom discussions instead of relying only on dictation notes.

2. Enhances Student Engagement

Learners respond positively to energetic and enthusiastic teachers.

Example

Students participate more actively when teachers use interactive methods and show genuine interest in their learning.

3. Improves Academic Performance

Teacher motivation directly affects learner outcomes.

Practical Example

Schools with committed teachers often record better BECE and WASSCE performance than schools with high teacher absenteeism.

4. Promotes Positive Classroom Environment

Motivated teachers build respectful and supportive classrooms.

Factors That Influence Teacher Motivation in Ghana

1. Salary and Financial Incentives

Compensation remains a major motivational factor.

Challenges

Some teachers complain about:

  • Delayed salaries
  • Inadequate allowances
  • Financial stress

Practical Example

A teacher struggling financially may find it difficult to focus fully on classroom responsibilities.

2. Working Conditions

The school environment affects teacher morale significantly.

Common Challenges

  • Overcrowded classrooms
  • Limited teaching materials
  • Poor infrastructure

Practical Example

A teacher handling 70 learners in a poorly ventilated classroom may experience stress and reduced effectiveness.

3. Recognition and Appreciation

Teachers need recognition for their efforts.

Example

Simple appreciation from headteachers, parents, or communities can improve morale significantly.

4. Professional Development Opportunities

Teachers feel more motivated when they can improve professionally.

Examples

  • Workshops
  • Seminars
  • Further education opportunities
  • Continuous Professional Development (CPD) programmes

The National Teaching Council Ghana supports teacher professional development initiatives.

5. Leadership and School Management

School leadership strongly influences motivation.

Positive Leadership Characteristics

  • Fairness
  • Communication
  • Supportive supervision
  • Respect for teachers

Practical Example

A headteacher who listens to staff concerns and encourages collaboration improves teacher morale.

6. Promotion and Career Progression

Delayed promotions discourage teachers.

Teachers are more motivated when promotion systems are:

  • Transparent
  • Timely
  • Merit-based

7. Community and Parental Support

Supportive communities encourage teacher commitment.

Example

PTAs that assist schools with teaching materials and infrastructure improve teacher working conditions.

Effects of Low Teacher Motivation

1. Poor Lesson Preparation

Demotivated teachers may not prepare adequately.

2. Increased Absenteeism

Low motivation sometimes contributes to irregular attendance.

3. Reduced Learner Participation

Uninspiring teaching reduces student engagement.

4. Poor Academic Performance

Learner outcomes often decline when teaching quality suffers.

5. Teacher Attrition

Some teachers leave the profession due to frustration or lack of support.

How Teacher Motivation Affects Learning Outcomes

Improved Learner Understanding

Motivated teachers explain concepts thoroughly.

Practical Example

An enthusiastic Mathematics teacher provides extra examples and encourages questions, improving learner comprehension.

Increased Student Confidence

Positive teacher attitudes build learner confidence.

Better Classroom Management

Motivated teachers maintain organised and engaging classrooms.

Higher Examination Performance

Students taught by committed teachers often perform better academically.

Practical Classroom Examples

Example 1: Motivated Teacher

A teacher:

  • Uses teaching aids
  • Encourages participation
  • Gives feedback regularly

Result:

  • Improved learner understanding
  • Better attendance
  • Higher test scores

Example 2: Demotivated Teacher

A teacher:

  • Arrives late
  • Dictates notes only
  • Rarely assesses learners

Result:

  • Low learner engagement
  • Poor academic performance

Strategies for Improving Teacher Motivation

1. Improve Working Conditions

Schools should provide:

  • Teaching materials
  • Comfortable classrooms
  • Adequate furniture

2. Provide Timely Promotions

Career progression improves morale.

3. Increase Professional Development Opportunities

Teachers should receive regular training and support.

4. Recognise Outstanding Performance

Recognition can include:

  • Awards
  • Certificates
  • Public appreciation

5. Encourage Supportive Leadership

Headteachers should:

  • Communicate effectively
  • Involve teachers in decision-making
  • Provide constructive feedback

6. Strengthen Teacher Welfare Systems

Teacher wellbeing affects performance.

Role of Government

Government plays a critical role through:

  • Salary policies
  • Recruitment
  • Training programmes
  • Educational investment

The Ministry of Finance Ghana influences education funding that affects teacher welfare.

Role of School Leaders

School leaders should:

  • Encourage collaboration
  • Support innovation
  • Maintain fairness

Role of Parents and Communities

Communities should respect and support teachers.

Example

Communities that provide accommodation for rural teachers often improve retention and morale.

Technology and Teacher Motivation

Technology can improve teaching experiences through:

  • Digital learning tools
  • Online training
  • Access to educational resources

Internal Learning Support

Related articles:

External Reference

For educational policy updates and teacher standards, consult Ghana Education Service and National Teaching Council Ghana.

Conclusion

Teacher motivation is a critical factor in improving educational quality and learner outcomes. Motivated teachers are more committed, creative, and effective in delivering instruction and supporting learners.

Improving teacher motivation requires collective effort from government, school leaders, parents, and communities. Investment in teacher welfare, professional development, and supportive working conditions ultimately contributes to better learning experiences and stronger educational outcomes.

The success of any educational reform depends greatly on the motivation and commitment of teachers who implement it daily in classrooms.

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