Perspectives of teachers and key educational stakeholders on basic education policy formulation processes in Ghana

Abstract

The understanding of teachers and other key stakeholders' perceptions of existing or anticipated educational policy reforms and the solutions that are acceptable to those reforms are significant in promoting basic education quality. This qualitative study adopted the Interpretive Phenomenology Analysis (IPA) methodology to solicit and analyze the diverse teachers and major educational stakeholders' perceptions and experiences on primary education policy reforms in a metropolitan city in Ghana. The study focused on the context, process, content and actors and their perceptions on the policy implementation processes. Grounded in Walt and Gilson's 1994 policy triangle, the researcher conducted a semi-structured interview with 13 participants comprising eight teachers, one head teacher, two parents, and a member of the teacher association and a district director of education. The interviews were transcribed, coded and analyzed to tease out teachers' and educational stakeholders' perspectives on primary education reforms in Ghana. The study revealed that teachers and other stakeholders perceived the various educational reforms processes as a top-down linear approach which did not seek their inputs. The study also highlighted inadequate communication of the content of reforms, poor curriculum and pedagogy and a feeling of alienation as hallmarks for the failure for the implementation of the reforms. The study suggested that teachers and other stakeholders would like to participate in educational policy formulation in Ghana. It is deduced from the study that teachers and other stakeholders' participation could improve quality education and learning. The study lends to research on participation, communication, and empowerment. Additional research is needed to understand how educational stakeholders' perceptions and experiences can impact education quality in Ghana and beyond. Keywords: education reforms, top-down approach, teachers and stakeholders' perception, quality education, Interpretive Phenomenological Analysis, Policy Triangle