Abstract
Numerous empirical studies have been conducted recently, focusing on strategies to ensure students can consistently access high-quality and equitable education during the pandemic. However, research on the role of teachers in this context has been relatively limited. Some of the few studies that delved into the teacher's role during the pandemic have been conducted in countries such as Spain, China, and the Arab regions. In Africa, UNESCO organised a webinar to explore the provision of psychosocial support for teachers amidst the challenges posed by COVID-19. Additionally, in the Ghanaian context, the Institute of Statistical, Social, and Economic Research (ISSER) conducted a comprehensive study addressing the plight of private school teachers during the pandemic. This study shines a spotlight on the Ghanaian teacher and seeks to assess how COVID-19 has impacted their professional lives. Data collection was conducted through a combination of paper and online questionnaires, garnering responses from 4,480 teachers across various settings, including public and private basic and secondary schools spanning 10 regions and 80 districts in Ghana. The analysis of this data revealed that Ghanaian teachers experienced varying levels of stress and anxiety during the COVID-19 pandemic. Notably, these experiences were influenced by factors such as the type of school, geographical location, school category, and gender of the respondents. Furthermore, the study unveiled the diverse extent of learning loss experienced by students, an issue that directly affected teachers in their roles. Considering these findings, the study recommends that key stakeholders in education, including the Ministry of Education, the Ghana Education Service, and Teacher Unions, should prioritise and incorporate provisions for psychosocial support for teachers as an integral component of various teacher welfare schemes. This step is seen as essential in addressing the well-being of educators and, by extension, ensuring the continued delivery of quality education students in these challenging times.
TopCovid-19 In Ghana
The COVID-19 pandemic became known in Ghana in March 2020 when the country reported its initial cases. The government swiftly responded with a series of measures to curb the spread of the virus. These measures included lockdowns, travel restrictions, mandatory mask-wearing, social distancing protocols, and curfews. The goal was to protect the health of the population and reduce the transmission of the virus. Ghana, like many nations, encountered fluctuations in the number of COVID-19 cases over time. These fluctuations were influenced by factors such as the emergence of new virus variants and the effectiveness of public health interventions. In response to the pandemic, Ghana initiated a vaccination campaign to inoculate its population against COVID-19. Multiple vaccine types, including the AstraZeneca vaccine, were employed in the campaign. The government prioritised frontline healthcare workers and vulnerable people during the initial phases of the vaccination drive (MoH, 2020).
The pandemic had significant economic consequences for Ghana. It led to disruptions in businesses, supply chains, and employment. To support those affected, the government introduced relief measures to assist individuals and businesses during these challenging times. The education sector also faced disruptions due to the closure of schools. The government introduced remote learning initiatives to ensure that students continued their education. These included online classes and educational broadcasts on radio and television. As conditions improved, schools were reopened with safety measures to protect students and staff. Ghana's healthcare system confronted challenges during the pandemic, including shortages of medical supplies and equipment. Efforts were made to expand testing and treatment capacity, and isolation centers were established. Hospitals were also equipped to handle COVID-19 cases (MoH, 2020).