Between-school streaming: Unpacking the experiences of secondary school teachers and students in category C schools in Ghana

Abstract

The study explored the influence of between-school streaming on the social and academic outcomes of students and instructional practices of teachers in category C schools in Ghana. Qualitative transcendental phenomenological approach was employed to understand the schooling experiences of secondary students and teachers. A total of 10 students and 6 teachers were conveniently selected from three Category C schools to participate in this study. Based on analysis of teachers and students’ experiences, eight major themes emanated. Four core themes emerged from students’ interview: (a) socio-emotional effects on students (i.e., lowering students’ academic self-esteem and efficacy) (b) effects on students’ motivation to learn, (c) access to teaching/learning materials and, (d) teacher/community expectations. Also, four major themes emerged from the interviews with teachers: (a) inequalities in working/teaching conditions (e.g., lack or inadequate basic teaching and learning materials), (b) job dissatisfaction, (c) low teacher retention and students’ enrolment, and (d) low students’ expectations. Implications for policy and practices have been discussed.