An Empirical Study of Teachers’ Perspectives of Quality Education in The Northern Region of Ghana

This study explored pre-tertiary school teachers’ perceptions of quality education in the Northern Region of Ghana, guided by the framework of the Input-Process-Output (IPO) Model of education quality. Using a descriptive survey design, data were collected from 250 teachers across primary, junior high, and senior high schools through a structured questionnaire. Respondents were selected using a multi-stage stratified random sampling technique. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation coefficient. Findings revealed that teachers strongly associate quality education with teacher qualifications (M = 4.40), effective teaching methodologies (M = 4.35), and sound assessment practices (M = 4.30). Key factors which positively correlated with perceived quality included teacher training (r = 0.62) and student engagement (r = 0.68). Statistically significant differences emerged based on gender (p = 0.045) and teaching experience (p = 0.020), with more experienced teachers expressing stronger perceptions of quality education. Major challenges identified included an overloaded curriculum (78%), inadequate infrastructure (70%), limited teaching resources (65%), and insufficient continuous teacher training (64%). These barriers hinder the realization of educational quality despite teachers’ clear understanding of its key components. The study concluded that bridging the gap between educational policy and classroom realities requires prioritizing infrastructure development, curriculum reform, resource provision, and professional development. The findings provide empirical insights for policymakers and stakeholders aiming to improve education quality in Ghana. The study recommended intensifying in-service training at all levels, revising curricula to reduce work overload on teachers, and improving school facilities.