Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

Abstract

This study examined the association between teacher characteristics and primary school children's educational attainment. Additionally, it explored whether certain teacher characteristics are more important for children attending disadvantaged schools. Multilevel analyses of linked administrative data on teacher characteristics and attainment indicate socioeconomic differences in children's educational outcomes. Teacher certification and experience were associated with children's attainment in both Mathematics and English language. Findings exploring the differential effect of teacher characteristics show that teacher certification and experience were more important for the attainment of children attending rural and public schools. The results have significant implications for teacher professional development and deployment policies to improve attainment for all learners.

Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

“…Unlike urban communities, some rural communities do not have electricity to benefit from the government's strategy of teaching children via national television stations. The differing opportunities for children living in different parts of the country contribute to the widening of the achievement gaps (Nyatsikor et al, 2020;MOE, 2016b).…”

“…Other studies have suggested that urban schools outperform their rural counterparts because they tend to have higher expectations and are more likely to have parents who participate in school activities (Adeyemi, Adediran & Adewole, 2018;Prasertcharoensuk & Tapkhwa, 2016). The achievement gaps between rural and urban schools have also been linked to the differences in the professional characteristics of teachers serving in rural and urban schools (Nyatsikor, Sosu, Mtika & Robson, 2020;Hill, Charalambous & Chin, 2019;Bhai & Horoi, 2019). Urban schools are often staffed with teachers who are more experienced and possess higher academic and professional qualifications than teachers in rural schools (MOE, 2018;Bashir et al, 2018).…”