The Impact of Soccer Betting Behaviours on Teaching Engagement: A Case Study of Selected Senior High Schools in Ghana's Eastern Region

This phenomenological study investigates the relationship between soccer betting behaviours and teaching engagement among male educators in selected senior high schools within Ghana's Eastern Region. Through in-depth interviews with 30 participants and focus group discussions, the research explores how gambling activities, particularly soccer betting, influence teachers' professional performance and classroom engagement. The study employed a phenomenological approach to understand the lived experiences of educators involved in sports betting activities. The findings reveal complex patterns of betting behaviours among teachers and their subsequent effects on teaching responsibilities. Data collected through semi-structured interviews and focus group discussions highlight various impacts on classroom preparation, teacher-student relationships, and overall professional commitment. The research identifies several key factors influencing betting behaviours, including economic pressures, peer influence, and the accessibility of mobile betting platforms. Analysis indicates significant correlations between intensive betting activities and decreased teaching engagement, manifesting through tardiness, reduced lesson preparation time, and diminished classroom interaction quality. The study also reveals coping mechanisms developed by teachers to balance their betting activities with professional responsibilities, though these often prove inadequate in maintaining optimal teaching standards. These findings are contextual to the Eastern Region of Ghana and may not be generalizable to other educational contexts without further research. The research underscores the need for institutional support systems and policy frameworks to address gambling-related challenges in educational settings. Recommendations include the development of financial literacy programs, counselling services, and clear institutional guidelines regarding gambling activities among teaching staff. This study contributes to the growing body of literature on teacher welfare and professional conduct in Sub-Saharan Africa, offering insights for educational administrators and policymakers.