Volume 8, Issue 3, September 2020, Page: 96-102
The Upsurge of COVID-19 Cases Amidst the Reopening of Schools in Ghana: The Role of Teachers as Frontline Workers
Eric Twum Ampofo, Department of Educational Studies, University of Education, Winneba, Ghana
Robert Ampomah, Department of Interdisciplinary Studies, University of Education, Winneba, Ghana
Papa Kofi Amissah-Reynolds, Department of Science Education, University of Education, Winneba, Ghana
Samuel Ebo Owusu, Department of Crop and Soil Sciences Education, University of Education, Winneba, Ghana
Michael Opoku-Manu, Department of Social Science, Catholic University College, Sunyani, Ghana
Received: Aug. 3, 2020;       Accepted: Aug. 17, 2020;       Published: Aug. 25, 2020
DOI: 10.11648/j.ijsedu.20200803.13      View  104      Downloads  53
The novel coronavirus disease is a global pandemic and gradually teachers are beginning to find themselves on the frontline of educational delivery as lots of countries, including Ghana, ease up restrictions and reopen schools. The main aim of this article was to present evidence to validate teachers’ role as frontline workers amid rising cases of COVID-19. Also, we looked at the measures the government put in place prior to the reopening vis-a-vis their adequacy. Again, we examined reasons for the emerging increase in cases of COVID-19 infections among teachers and strategies to overcome this problem. So far, available evidence suggest that about 24% of teachers are being increasingly infected with the novel disease. Major factors accounting for COVID-19 infections among teachers include inadequate preparation before reopening of schools, a lack of understanding of the epidemiology of the disease, unavailability of PPEs, and psychological stress. We, therefore recommend that protection of students, teachers and non-teaching staff should be of topmost priority of the government through the education and training, provision of appropriate incentives, provision of PPEs and the requisite psychological support.
COVID-19, Teachers’ Role, Teachers’ Preparation, Infection Among Teachers, Impact of Education, Students’ Indifference
To cite this article
Eric Twum Ampofo, Robert Ampomah, Papa Kofi Amissah-Reynolds, Samuel Ebo Owusu, Michael Opoku-Manu, The Upsurge of COVID-19 Cases Amidst the Reopening of Schools in Ghana: The Role of Teachers as Frontline Workers, International Journal of Secondary Education. Vol. 8, No. 3, 2020, pp. 96-102. doi: 10.11648/j.ijsedu.20200803.13
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Addadzi-Koom, M. E. (2020). Quasi-state of emergency: assessing the constitutionality of Ghana’s legislative response to Covid-19. The Theory and Practice of Legislation, 1-17.
Archana, S., & Rani, K. U. (2017). Role of a teacher in English language teaching (ELT). International Journal of Educational Science and Research (IJESR), 7 (1), 1-4.
Barrero, J. M., Bloom, N., & Davis, S. J. (2020). Covid-19 is also a reallocation shock (No. w27137). National Bureau of Economic Research.
Bauchner, H., & Sharfstein, J. (2020). A bold response to the Covid-19 pandemic: medical students, national service, and public health. Jama, 323 (18), 1790-1791.
Craig, C. J. (2017). Sustaining teachers: Attending to the best-loved self in teacher education and beyond. In Quality of teacher education and learning (pp. 193-205). Springer, Singapore.
Croyle, M. (2013). Back Injury Prevention among High School Cheerleaders at a Rural High School: Submitted to the Department of Occupational Therapy in Partial Fulfillment of the Requirements for the Degree of Master of Occupational Therapy (Doctoral dissertation, Saint Francis University).
Fowler, J. H., Hill, S. J., Levin, R., & Obradovich, N. (2020). The effect of stay-at-home orders on COVID-19 infections in the United States. arXiv preprint arXiv: 2004.06098.
Freedman, L. (2020). Strategy for a Pandemic: The UK and COVID-19. Survival, 62 (3), pp. 25-76.
Fafunwa, A. B. (2018). History of education in Nigeria. Routledge.
Huang, B., Wu, A., Peng, Y., Ding, X., Wang, X., Niu, P., & Sheng, J. (2020). Genome composition and divergence of the novel coronavirus (2019-nCoV) originating in China. Cell host & microbe.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM education, 5 (1), 34.
Klintman, M. (2019). Knowledge resistance: How we avoid insight from others. Manchester University Press.
Kuguyo, O., Kengne, A. P., & Dandara, C. (2020). Singapore COVID-19 Pandemic Response as a Successful Model Framework for Low-Resource Health Care Settings in Africa? OMICS: A Journal of Integrative Biology.
Lancaster, R. W. (2017). A comparison of student-centered and teacher-centered learning approaches in one alternative learning classroom environment. Arkansas State University.
Lindzon, J. (2020). School closures are starting, and they'll have far-reaching economic impacts. Fast Company, 11-13.
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2 (1), 9-20.
Ochara, N. M. (2020). Contextualizing the Outcomes of COVID-19 Global Response. Available at SSRN 3607899.
Owusu-Fordjour, C., Koomson, C. K. and Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7 (3), 88-101.
Salama, A. M. (2020). Coronavirus questions that will not go away: interrogating urban and socio-spatial implications of COVID-19 measures. Emerald Open Research, 2.
United Nations Education Scientific and Cultural Organization (2020). COVID-19 Educational Disruption and Response. Retrieved from: https://en.unesco.org/covid19/educationresponse
Van den Broucke, S. (2020). Why health promotion matters to the COVID-19 pandemic, and vice versa.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C. & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health.
Willis, J., Krausen, K., & Outlaw, L. (2020). Managing Public Education Resources during the Coronavirus Crisis: Practical Tips and Considerations for School District Leaders. Crisis Response Resource. WestEd. 19: a rapid systematic review. The Lancet Child & Adolescent Health.
World Health Organization, (2020). WHO consolidated guidelines on tuberculosis: tuberculosis preventive treatment: annex 3: grade evidence-to-decision tables (No. WHO/UCN/TB/2020.3). World Health Organization.
Xhemajli, A. (2016). The role of the teacher in interactive teaching. International Journal of Cognitive Research in Science, Engineering and Education, 4 (1), 31.
Zizek, S. (2020). PANDEMIC! Covid-19 Shakes the World. John Wiley & Sons.
Browse journals by subject