Professional Knowledge and Practice
The Professional knowledge and practice domain tests your understanding of the legal, ethical and administrative responsibilities of a teacher in Ghana. It covers the National Teaching Council’s licensing role, the National Teachers’ Standards, the Code of Professional Conduct for Teachers, child protection, inclusive education and school-level professional practice.
Regulatory and ethical frame
- The National Teaching Council regulates teacher licensing and the GTLE; the Ghana Education Service implements school policy.
- The National Teachers’ Standards describe expected professional knowledge, practice and values.
- The Code of Professional Conduct for Teachers requires integrity, confidentiality, respect and impartial treatment of learners.
- The Education Act 2008 (Act 778) and the Child Rights Act 1998 establish legal duties toward learners; the Inclusive Education Policy 2015 requires schools to accommodate diversity.
Professional conduct in practice
- Keep learner records confidential and share them only with those who need them.
- Avoid relationships or gifts that could compromise impartiality.
- Corporal punishment is not an acceptable disciplinary method under Ghana’s child protection framework; use positive behaviour strategies.
- Maintain punctuality, accurate records and respectful communication with parents.
Worked example
A learner tells you privately that a relative is hurting them at home.
Reasoning: listen calmly, reassure the learner, and do not promise secrecy. Do not investigate or confront the family yourself. Record the learner’s exact words and the date, then report promptly to the head teacher or the school’s child protection focal person, who will involve the appropriate authority. Continue to treat the learner with dignity and confidentiality. The professional duty is to safeguard the child, not to resolve the case alone.
Traps that cost marks
- Promising confidentiality before knowing the disclosure.
- Dismissing a disclosure as attention-seeking or waiting for “proof”.
- Confronting an alleged abuser without following reporting channels.
- Discussing a learner’s case on social media or in staffroom gossip.
- Using corporal punishment or public humiliation as discipline.
- Accepting gifts or favours that could influence assessment.
Reflective practice
Keep brief records of what worked, what evidence showed learning, and what you will change next time; link reflection to the National Teachers’ Standards.