The teaching profession in Ghana has long been viewed as a noble and honorable path. Teachers shape the future of the nation by educating the young minds that will grow to lead the country. However, despite their critical role in the development of the nation, Ghanaian teachers face numerous challenges that go unnoticed by the public and largely unaddressed by the government. The struggles of teachers in Ghana are multifaceted, ranging from poor salaries to inadequate working conditions, and the lack of a strong voice advocating for their rights.
In this article, we aim to uncover the untold struggles of Ghanaian teachers, focusing on the financial hardships they endure, the poor state of educational infrastructure, and the lack of support and recognition for their vital work.
A Disheartening Financial Reality
One of the most glaring issues facing Ghanaian teachers is their poor compensation. The financial struggles faced by teachers are a daily reality that many are forced to confront. According to a TikTok video posted by @chieve_doctor, the situation is dire, especially for teachers in the pre-tertiary education sector. The video highlights the fact that many teachers, upon reaching retirement age, receive a meager pension that is nowhere near enough to sustain them. Teachers, after dedicating decades of their lives to shaping the future of Ghana, often find themselves with pension payments ranging between GHS 1,000 and GHS 1,500 a month. In some cases, these pensions are even lower.
This is a shocking contrast to the high salaries earned by public officials, such as ministers, who often earn more in a month than a teacher would in an entire year. The disparity in pay between teachers and government officials is a bitter pill for educators to swallow, especially considering the sacrifices they make to educate future generations.
As some teachers approach retirement, they face the additional challenge of dealing with life-threatening illnesses, such as stroke, which leaves them physically impaired. Despite their lifelong service to the nation, these teachers are unable to enjoy their retirement years in comfort due to the inadequate pension benefits they receive. In some cases, teachers who have spent their lives in the classroom end up relying on minimal pensions that do not cover their basic needs.
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Moreover, many teachers are also burdened with the high cost of living, especially in urban areas. These challenges are compounded by the rising costs of healthcare, transportation, and housing. With insufficient salaries, teachers are left to make difficult decisions about how to manage their finances, often prioritizing basic needs over professional development or personal well-being.
Poor Working Conditions and Infrastructure
In addition to financial struggles, Ghanaian teachers face abysmal working conditions. Public schools in many parts of the country are characterized by dilapidated infrastructure, inadequate teaching materials, and overcrowded classrooms. Many schools lack basic amenities such as functioning toilets, clean drinking water, and proper classrooms. In some rural areas, teachers have to make do with classrooms that have crumbling walls, leaking roofs, and broken windows. These conditions make it difficult for teachers to perform their duties effectively and can even compromise the health and safety of both teachers and students.
For instance, some classrooms have so many potholes in the floors that they pose a serious risk to the students’ safety. In some cases, the walls of classrooms are so weak that they could collapse at any moment. The lack of proper furniture also exacerbates the situation, as students are forced to sit on the floor or overcrowded benches, which makes learning uncomfortable and unproductive.
Despite the government’s promises to improve the state of education, there has been little tangible progress. While there is an ongoing initiative to provide free tablets to students in Senior High Schools (SHS), the reality is that the basic infrastructure in many public schools remains in a state of disrepair. The government’s decision to invest in tablets rather than focus on improving the basic infrastructure of schools is seen as a misguided priority. Many teachers and education experts argue that the money spent on tablets could have been used to fix the pressing issues faced by schools, such as the lack of proper classrooms, furniture, and teaching materials.
Moreover, teachers in rural and underserved areas face additional challenges. In some of the most deprived regions, a single teacher may be responsible for managing up to eight different classes, all at the same time. This overburdening of teachers significantly affects the quality of education that students receive. Teachers in such areas often have to work with minimal resources and under difficult conditions, yet their efforts go largely unnoticed by the public and the government.
The Absence of Advocacy and Support
Despite the dire situation faced by Ghanaian teachers, there is a noticeable absence of advocacy on their behalf. Teachers in Ghana do not have a strong voice or a powerful representative body that can advocate for their rights and well-being. The pre-tertiary unions, which are supposed to defend the interests of teachers, have been weakened by political interference and the lack of effective leadership.
In many instances, the media also fails to highlight the struggles of teachers unless there is a crisis or a strike. Teachers’ concerns are often sidelined, and their voices are not given the attention they deserve. Even when issues such as low salaries, poor working conditions, and lack of recognition are raised, they are often ignored by policymakers, who seem more interested in addressing other political issues.
The role of chiefs, religious leaders, and other community figures in advocating for teachers’ rights has also been largely ineffective. While these groups often speak out on national issues, they remain silent when it comes to the plight of teachers. This lack of advocacy leaves teachers feeling isolated and unsupported, as they continue to work in challenging conditions without any meaningful intervention from those in power.
The Strike Action and Unmet Demands
In February 2024, Ghanaian teachers issued a statement announcing that they would embark on a strike unless their demands were met. The strike was a result of the government’s failure to address the long-standing issues that had been raised by the teachers. Among the issues was the demand for an increase in the Professional Development Allowance (PDA), which had been capped at GHS 1,200 per year. Teachers were asking for this allowance to be raised to GHS 3,000 to better support their professional development and growth.
Another demand was for a review of the utility, housing, and other related allowances. Teachers in deprived areas also requested an increase in their allowances to 20%, given the additional challenges they face working in remote and underserved communities. However, the government has shown little willingness to address these concerns, and many teachers have been left frustrated by the lack of response.
The government’s decision to allocate GHS 3,200 for each SHS student to receive a tablet has further fueled teachers’ discontent. Teachers argue that this money could have been better spent on improving the basic conditions in schools, rather than on expensive gadgets that many students may not even need or use effectively. The ongoing strike and the government’s inability to address the concerns of teachers reflect a deep disconnect between the needs of educators and the priorities of the government.
A Call for Change
The struggles of Ghanaian teachers are a reflection of the broader challenges facing the education system in the country. The lack of proper infrastructure, inadequate teacher compensation, and the absence of meaningful advocacy are all issues that need urgent attention. If Ghana is to achieve its educational goals and prepare its students for the challenges of the future, it must first address the needs of its teachers.
Teachers in Ghana have dedicated their lives to shaping the future of the nation, but their sacrifices have gone largely unrecognized. It is time for the government, policymakers, and the public to take action and ensure that teachers receive the support and recognition they deserve. Only by investing in teachers can Ghana hope to create a strong and sustainable education system that will benefit generations to come.
The call for justice and recognition for Ghanaian teachers is not just a cry for better pay or improved working conditions; it is a call to recognize the invaluable contribution that teachers make to the nation’s development. Until teachers’ voices are heard and their needs addressed, the struggles of Ghanaian teachers will continue to be a source of national shame.
