Teachers’ role and factors hindering Ghanaian high school students’ academic performance using Walberg’s educational productivity

Abstract

Academic performance is vital for educational success, yet many students face challenges that hinder achievement. This study examines the role of teachers and perceived factors in shaping the academic performance of Senior High School (SHS) students in Ghana, using Walberg’s educational productivity framework. Key factors, including student characteristics, learning environment, teaching quality, perceived influences, the Free SHS policy, and academic performance, were analyzed. Data were collected from 300 SHS students attending ten remedial schools for extra tuition during vacation through structured questionnaires and stratified sampling. Descriptive statistics provided data insights, while structural equation modelling (SEM) explored relationships between variables and academic performance. The findings revealed significant associations between student characteristics, learning environment, teaching quality, perceived factors, Free SHS policy, and academic performance. These results enhance understanding of factors influencing academic achievement in Ghanaian schools and offer valuable insights for educators and policymakers. The study highlights the importance of addressing teacher-related and perceived factors to improve academic outcomes. Future research should explore the specific mechanisms underlying these relationships and develop evidence-based interventions to support student success. Implementing these recommendations could help create a more supportive learning environment for Ghanaian SHS students, promoting academic excellence and equitable opportunities for all.