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ERIC Number: ED513315
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 42
Abstractor: As Provided
Reference Count: 35
ISBN: ISBN-0-9018-8150-3
Teachers and Access to Schooling in Ghana. CREATE Pathways to Access. Research Monograph No. 43
Alhassan, Seidu; Adzahlie-Mensah, Vincent
Online Submission
This paper provides insights about the specific impact teachers' actions and attitudes can have on access to schooling. The paper reports how teachers' irregular attendance, lateness and absenteeism as well as misuse of instructional hours and indiscriminate use of corporal punishment contribute to pupils' irregular attendance and dropping out. It also reports how poor supervision by head teachers contribute to irregular teacher attendance, punctuality and absenteeism, and how these in turn impacted negatively on pupils' access to schooling. The study also identifies gaps in research around teacher contribution to children dropping out of school and suggests how further research could address some of these. (Contains 6 footnotes and 2 figures.) [University of Education, Winneba provided pre-financing for this project and for the additional support for the field work.]
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Identifiers - Location: Ghana