Attaining Work-Life Balance as in Modeling the Way among Female Teachers in Ghana

Auteurs-es

  • Alexander Kyei Edwards University of Education, Winneba
  • Rita Oteng University of Education, Winneba

DOI :

https://doi.org/10.22230/ijepl.%25Yv%25vn%25ia851

Mots-clés :

Ghana education, Female teachers, Modeling the way, Work-life balance

Résumé

This study investigates the extent to which female teachers in Ghana are able to balance their careers and social roles, while acting as role models in career progression. Work-life balance (WLB) is a phenomenon gaining much interest in educational administration and management in Ghana. The Ghana Education Service (GES) employs a significant number of female teachers, yet evidence shows practical policy issues when it comes to WLB. Study respondents indicated their perceptions of significant sociocultural challenges in trying to balance domestic roles and teaching. Some support systems were identified, but they were not found to have a significant effect on female teachers’ resilience and determination to consolidate their career in GES. The results have several implications for GES policy direction, practices for performance, and recommendations for scaling up WLB research in Ghana.

 

Bibliographies de l'auteur-e

Alexander Kyei Edwards, University of Education, Winneba

Senior Research Fellow at the Centre for Educational Policy Studies

Rita Oteng, University of Education, Winneba

Completed her Masters of Philosophy (M.Phil) in Educational Leadership

Téléchargements

Publié-e

2019-07-25

Comment citer

Edwards, A. K., & Oteng, R. (2019). Attaining Work-Life Balance as in Modeling the Way among Female Teachers in Ghana. International Journal of Education Policy and Leadership, 15(7). https://doi.org/10.22230/ijepl.%Yv%vn%ia851

Numéro

Vol. 15 No. 7 (2019): Attaining Work-Life Balance and Modeling the Way among Female Teachers in Ghana

Rubrique

Policy

Licence

(c) Tous droits réservés Alexander Kyei Edwards, Rita Oteng 2019

Licence Creative Commons

Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License. 

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.