Perspective On Pre-Tertiary Teacher Welfare And Strikes: John Mahama Vs. Nana Akufo-Addo

The discourse surrounding teacher welfare in Ghana's pre-tertiary sector highlights a sharp divide between past administrative policies and present challenges. While former President Akufo-Addo dismissed teaching as a path to quick wealth, the stability of the educational sector depends on fair remuneration, functional allowances, and career progression.

A comparative evaluation of John Dramani Mahama’s tenure alongside Nana Addo Dankwa Akufo-Addo’s administration reveals distinct approaches to addressing these systemic demands.

KEY POLICIES UNDER NANA ADDO DANKWA AKUFO-ADDO

During the tenure of the erstwhile president, several structural benefits and administrative mechanisms were implemented or maintained to support educators. These included the Professional Development Allowance (PDA), Digital Allowance, Professional Licensing and Renewal, as well as Accelerated Promotional Timelines.

1. Professional Development Allowance (PDA)

This provided financial support to cover higher education tuition or specialized short courses for career advancement. With GH₵2,400 paid to professional teachers annually, the amount exceeded average fees at public universities. It could also cover costs for short courses to augment existing pedagogical knowledge.

2. Digital Allowance

An annual GH₵800 allowance was provided to assist teachers in securing data for research and integrating digital tools into teaching. Due to the paucity of teaching materials, teachers often purchased data to show educational videos to enhance teaching and learning.

3. Professional Licensing

A professional licensing system was introduced to elevate teaching into a recognized professional niche similar to law or accountancy. Licenses were automatically renewed and financed through designated allowances, relieving teachers of associated financial burdens.

4. Promotional Timelines

A merit-based examination system was established, with promotion processing and accrued back-pay cleared within a targeted six-month window. Both teaching and non-teaching staff simply needed to study rigorously and pass the exams.

5. Laptop Initiative

A co-funded laptop initiative was introduced with teacher unions, where the government absorbed over 70% of the cost.

KEY CHALLENGES & POLICIES UNDER JOHN DRAMANI MAHAMA

The current administration has faced friction with pre-tertiary teacher unions over ongoing welfare gaps and unfulfilled commitments. These include housing promises versus salary disparities, salary arrears, allowance delays or abolitions, and communication gaps.

1. Housing Promises vs. Salary Disparities

Promises of state housing initiatives for teachers contrast sharply with structural wage gaps. Senior pre-tertiary administrators (such as high school heads and deputy directors) earn around GH₵6,000, a figure far below equivalent ranks in audit, security, and statutory services. Globally, the disparity between highly educated, long-serving teachers and police officers is far narrower than what exists in Ghana.

2. Salary Arrears

Persistent delays in clearing promotional back-pay and initial salary arrears for newly recruited teachers—often paying only 10% to 30% upfront—remain a major concern. Some arrears are over 12 months old, leaving teachers financially helpless.

3. Allowance Controversies or Abolition

Historical policy shifts, such as the initial cancellation of teacher trainee allowances, and friction surrounding the implementation of the Single Spine Salary Structure (SSSS), continue to shape perceptions. Some argue that if allowances for non-working trainees can be abolished, then allowances for salaried teachers are equally vulnerable.

4. Communication Gaps

Misalignments between sector stakeholders, government ministries, and teacher unions have complicated negotiations. Messages from the sector minister, Haruna Iddrisu, and the Fair Wages and Salaries Commission often conflict. While the minister pushes for accelerated processing of documents to clear arrears by mid-October 2026, there are threats of salary deductions due to strike actions. Although not a primary cause of the strike, issues such as the introduction of Chinese and Arabic in basic schools exemplify policy inconsistencies—where the minister says one thing, the president says another, only for time to validate the minister’s position.

Technically, no professional teacher finds joy in staying home due to a strike. Workload doubles when labour issues are resolved and school resumes. However, this does not justify denying teachers what is rightfully theirs. They must be sorted out to return to the classroom and restore the school–home–work balance that education provides for parents, communities, and society at large.

Some records indicate that in terms of teacher welfare, employment, promotion, and education in general, the former president has historically been more favourable toward teachers. Despite stark comparisons, attention must also be given to the broader plans President Mahama claims to have for teachers—such as housing schemes and fixing salary disparities within the public sector.

A resilient education system relies on addressing core economic realities rather than promises alone. Until tangible evidence emerges, all promises remain allegations or rumours shaped by past experiences of the masses and rank-and-file workers with Ghanaian politicians.

By Martin Elorm Dogbo