Unpacking the dynamics of educational access and teacher wellbeing in Ghana's free senior high school policy

Abstract

There have been relentless efforts across varied context to increase the quality of education and make it as accessible as possible. In Ghana, these efforts have seen the emergence of many educational policies and initiatives, the most recent being the Free Senior High School (FSHS) policy. While existing studies have explored the policy's relevance, effects, and sustainability, our study uniquely addresses its overlooked impact on teachers' well-being. The study adopted a purely qualitative approach involving 44 participants who were purposively sampled through a maximum variation purposive sampling technique. Primary data were gathered through personal interviews and focus group discussion. The analysis of the data revealed that the implementation of the policy led to higher enrolments which translated into higher workload for teachers prompting higher physical, psychological and mental stress among teachers. The study also found that teachers were not just neglected in the processes leading to the formulation and implementation of the policy but were also structurally barred from expressing their views on how the policy was being implemented.The findings highlight the vital necessity for educational policies, aspiring to enhance educational access and outcomes, to inherently prioritise and integrate considerations for the well-being of teachers, thereby fostering a more comprehensive and sustainable educational reform.