“I didn’t know anything about sign language”: A phenomenological study of teachers’ experiences in deaf education in Ghana

Teaching students who are deaf or hard of hearing requires specialised skills, including proficiency in sign language and the use of adaptive pedagogical strategies. However, many teachers are posted to deaf education without adequate preparation – a challenge noted internationally but particularly under-examined in Ghana, where teacher education programmes have given limited attention to specialised preparation for deaf learners – which may affect their teaching experiences and effectiveness. This study explored teachers' lived experiences in teaching deaf students, focusing on teacher preparation, institutional support, and societal perceptions. A qualitative phenomenological design was employed, involving fourteen purposively selected teachers from the Ashanti School for the Deaf. Data were collected through semi-structured interviews and analysed thematically using an inductive approach, with credibility ensured through member checking and transcript verification. Four themes were identified: pathways into deaf education, the influence of teacher preparation, institutional support and professional development, and societal perceptions. Many teachers were posted to deaf education without prior training, resulting in initial challenges in communication and classroom management. Teachers with formal training in special education reported greater confidence and adaptability, while in-service training, particularly in sign language, enhanced competence. However, access to external professional development opportunities remained limited. Societal perceptions ranged from admiration to stigma, influencing teachers’ motivation and experiences. The study concludes that teachers’ experiences are shaped by their level of preparation, institutional support, and prevailing societal attitudes. Strengthening specialised training and expanding professional development opportunities may help improve teacher effectiveness and educational outcomes for deaf students.