Attrition of Teachers in the Ghana Education Service: Basis for Data-Driven Policy Framework

Teacher attrition within the Ghana Education Service (GES) remains a significant challenge to educational development in Ghana. This study examined the prevalence, patterns, and factors associated with teacher attrition and sought to provide an evidence-based foundation for developing a data-driven policy framework for teacher retention. The study employed a quantitative approach using a descriptive survey design. Primary data were collected through a structured questionnaire administered to current and former GES teachers, while relevant secondary data were obtained from administrative records. The study examined demographic and professional factors, including age, gender, remuneration, career progression, workload, working conditions, job satisfaction, and intention to leave. Descriptive and inferential statistical techniques were used to analyse the data and identify patterns and relationships among the variables. The findings indicate that teacher attrition is associated with systemic, socio-economic, and professional challenges, including inadequate remuneration, limited career development opportunities, high workload, and unfavourable working conditions. The study proposes a data-driven policy framework incorporating predictive analytics, targeted retention strategies, and continuous monitoring and evaluation to strengthen teacher retention and human resource management within GES.

The quality of any education system heavily depends on its human capital-particularly

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