Understanding Teacher Stress in Rural Ghana: A Study of the Causes and Manifestations Among Basic School Teachers in the Asikuma Odoben Brakwa District

Abstract

Abstract

This study explored the causes and manifestations of teacher stress among basic school teachers in the Asikuma Odoben Brakwa District, a rural setting in Ghana’s Central Region. Using a cross-sectional mixed-methods approach, the research collected quantitative data from 237 teachers through structured questionnaires and qualitative data from six purposively selected teachers via in-depth interviews. The findings revealed that major sources of stress included lack of teaching and learning materials, student indiscipline, large class sizes, inadequate administrative support, and poorly defined discipline policies. Manifestations of stress were observed in the form of fatigue, headaches, emotional exhaustion, irritability, and reduced motivation. The qualitative narratives further highlighted how institutional conditions, rather than personal limitations, were the main stress triggers. The study concludes that teacher stress in rural Ghana is systemic and widespread, driven by work-related pressures and environmental constraints. It recommends targeted interventions such as improved resource provision, administrative responsiveness, and teacher wellness programmes to mitigate stress and enhance teacher well-being.

Keywords: teacher stress, rural education, basic schools, stress causes, stress symptoms, Ghana