Teachers and Access to Schooling in Ghana. CREATE Pathways to Access. Research Monograph No. 43

Autor/inn/en	Alhassan, Seidu; Adzahlie-Mensah, Vincent
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Teachers and Access to Schooling in Ghana. CREATE Pathways to Access. Research Monograph No. 43
Quelle	(2010), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8150-3
Schlagwörter	Teacher Attendance; Foreign Countries; Access to Education; Teacher Role; Teacher Attitudes; Attendance Patterns; Teacher Behavior; Teacher Responsibility; Teacher Influence; Dropouts; Student Behavior; Principals; Supervision; Administrator Role; Educational Research; Research Needs; Teacher Student Relationship; Dropout Rate; At Risk Students; Time Management; Student Needs; Rural Schools; Ghana + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerrolle; Lehrerverhalten; Teacher behaviour; Lehrverpflichtung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Student behaviour; Schülerverhalten; Principal; Schulleiter; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitmanagement; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	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.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10