Towards Professionalism of Newly Qualified Teachers in Ghana: Guidelines for Effective School-based Teacher Induction Programmes in Senior High Schools

Abstract

The existing school-based teacher induction programmes organised for Newly Qualified Teachers (NQTs) in Senior High Schools (SHSs) in Ghana has no formal policy backing its implementation resulting in disparities and inconsistencies in the type of support provided. Hence, the study sought to analyse the challenges faced by NQTs, identify limitations of the current school-based induction programmes based on the perceived support needed by the NQTs and develop effective guidelines to guide and strengthen the school-based induction programmes in Ghana. The study employed the descriptive case study method using interview, observation and document analysis to gather data from a purposive sample of forty-two NQTs (with 0 to 3 years of teaching experience) and three Assistant school heads in charge of Academic in three sampled SHSs, and one Human Resource Officer in charge of In-Service Education and Training Programmes at the Asante-Mampong Municipality in the Ashanti Region, Ghana. Data gathered for the study were analysed through qualitative thematic approach using inductive and deductive methods of analysis. In ascertaining the challenges and support needed by NQTs in relation to the demands of their professional functions, they reported having challenges with classroom management approaches, lesson notes preparation, instructional delivery, adjusting to school culture, loneliness and feeling of isolation, and work overload during their initial practice. To fill this gap and make the implementation of teacher induction in Ghana effective, the study developed a detailed guidelines which was recommended for adoption by the Ghana Education Service, Heads of SHSs and other stakeholders responsible for teacher induction in the country. The fact that both ‘professional’ and ‘non-professional’ teachers function in SHSs make this proposition critical as a means of promoting the professional growth and development of all NQTs, building the capacity of the relevant stakeholders with fresh and innovative ideas, and enhancing the capacity of NQTs to offer quality teaching and learning at the SHS level and thereby sustain secondary education effectiveness in Ghana.

Keywords: Teacher induction programmes, Newly Qualified Teachers, Induction guidelines, Senior High Schools

DOI: 10.7176/JEP/17-2-05

Publication date: February 28^th 2026