Urban-Trained Teachers’ Experiences in School that Serve Rural Communities in the Agona East District of Ghana: The Role of the Counsellor and their Readiness to Respond to Challenges

Despite curriculum modifications by the Ghana Education Service under the Ministry of Education, completion rates and academic performance indicate a large accomplishment difference. Due to a lack of awareness of rural schools, education initiatives may not be enough. Rural instructors’ views on teaching are unclear. Little is known about how remote teachers cope. The article used interpretive qualitative research to understand a criterion sample of 4 teachers’ actual teaching experiences at Akokoasa AEDA Basic School in rural Agona East District. Semi-structured interviews provided the data. According to study, teachers’ biggest problems are illiterate parents who can’t work with them. Socioeconomic issues that force parents to move and prevent them from monitoring their children’s school attendance and performance can sometimes demotivate students. Survey respondents cited a lack of educational resources, poor school infrastructure, and unbalanced resource distribution. This research seeks to better understand rural school district challenges that may hinder academic progress, school performance, and teacher instruction.