HomeAbstract of 10th-tleconfMathematics Teacher’s Workload in the Ghanaian Senior High Schools: An Unfair Deal

Mathematics Teacher’s Workload in the Ghanaian Senior High Schools: An Unfair Deal

  • Apr 10, 2026
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Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

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Mathematics Teacher’s Workload in the Ghanaian Senior High Schools: An Unfair Deal

Richard Oppong

ABSTRACT:

The Ghanaian high school has it that every student takes core mathematics as a compulsory subject while others take elective mathematics in addition. Some teachers teach only the core mathematics, or only the elective mathematics but there are some teachers who teach both. The study investigates the work load of these mathematics teachers in Senior High School (SHS) based on the Ghana Education Service’s (GES) conditions for teachers. The procedure involved a cross-sectional survey that used a structured questionnaire to gather data on students and mathematics teacher at post. Secondary data were also obtained from the various school enrolment, staff strength, active classes in the schools, teaching periods of teachers and expected teaching loads of teachers. A sequential explanatory mixed design was employed with a sample of mathematics teachers from 195 senior high schools in the 10 political regions of the country, selected conveniently and purposefully to complete a questionnaire designed. This was followed by interview with 10 mathematics teachers from the 4 GES school placement categories. The study revealed that there are mathematics teachers’ distributional imbalances and inequalities in mathematics teachers’ workload in Ghanaian SHS. This means that while some school have more mathematics teachers resulting in less workload for the teachers, other schools have less mathematics teachers resulting in more workload for the mathematics teachers in such schools. In addition, the methods used for the computation of mathematics teachers’ workload is too simplistic which does not give the true workload of the teachers hence the need to adopt the adjusted model proposed by the study.

Keywords: Adjusted Model; Core Mathematics; Elective Mathematics; Ghana Education Service, Mathematics Teacher’s Workload; School Placement Categories