Key Differences Between Teaching in Senior High Schools (SHS) and Colleges of Education in Ghana

Teaching is one of the most respected professions in Ghana, but the roles, responsibilities, and experiences vary significantly depending on the level. Many educators wonder whether to aim for Senior High Schools (SHS) or Colleges of Education (CoE) as tutors. While both involve shaping young minds, the environments, student profiles, qualifications required, workloads, and career prospects differ markedly.

Understanding these differences can help aspiring or current teachers make informed career decisions. Below is a detailed comparison based on Ghana’s education system.

1. Qualifications Required

The entry barriers reflect the increasing complexity and specialization at higher levels.

Senior High School (SHS) Teachers: The minimum qualification is a Bachelor’s degree in Education (B.Ed) with specialization in the specific subject area (e.g., B.Ed in Mathematics or English). Alternatively, a subject-specific BA/BSc degree plus a Postgraduate Diploma in Education (PGDE) is accepted. Teachers focus on delivering the senior secondary curriculum effectively. A first degree is generally sufficient, though professional licensing from the National Teaching Council (NTC) is mandatory.
Colleges of Education (CoE) Tutors: Tutors need a higher academic threshold: a Master of Philosophy (MPhil) or Doctor of Philosophy (PhD) in a relevant subject area related to their first degree. For example, someone with a B.Ed in Information Technology must pursue an MPhil/PhD in ICT or a closely related field. This advanced qualification is required because tutors train future teachers, so they must demonstrate deep subject mastery and research capability. Many tutors also need pedagogical training suitable for tertiary-level instruction.

NOTE; SHS teaching is more accessible with a bachelor’s degree, while CoE tutoring demands postgraduate education, making it a step up the academic ladder.

2. Student Levels and Learning Environment

The maturity and needs of learners create fundamentally different classroom dynamics.

SHS Students: Learners are typically teenagers (ages 15–19) preparing for the West African Senior School Certificate Examination (WASSCE). Many are still developing study habits, discipline, and critical thinking. Teaching often involves managing larger classes, enforcing school rules, and motivating adolescents who may struggle with focus or behavioural issues. The environment feels more like a traditional secondary school — with boarding facilities, extracurricular activities, and a strong emphasis on exam preparation. Free SHS policy has increased enrolment, leading to overcrowded classrooms in many schools.
Colleges of Education Students: Student-teachers are usually young adults (often 20–30+ years) who have completed SHS and chosen teaching as a career. They are more mature, motivated, and focused on professional development. Classes emphasize pedagogy, lesson planning, reflective practice, and teaching methodologies. The atmosphere is more academic and tertiary-like — similar to a university college. Students engage in supported teaching in schools (practicum), research elements, and discussions on educational theory. Tutors act more as lecturers or mentors rather than strict classroom managers.

NOTE; SHS teaching deals with adolescents needing guidance and structure, while CoE tutoring involves training adults who are already committed to the teaching profession.

3. Curriculum and Teaching Focus

Curriculum demands shape daily teaching approaches.

SHS: Teachers deliver subject-specific content aligned with the national senior secondary curriculum. Emphasis is on content mastery, exam techniques, and preparing students for university or the job market. Lessons are often content-heavy, with frequent tests, assignments, and remedial sessions. The focus is practical and examination-oriented, covering core subjects (English, Math, Science, Social Studies) and electives.
Colleges of Education: Tutors teach the Bachelor of Education (B.Ed) programme, which includes pedagogy, curriculum studies, subject content knowledge, and extensive practicum (Supported Teaching in School). The curriculum is designed to produce competent basic school teachers (KG to JHS). There is greater emphasis on teaching methods, inclusive education, ICT integration, critical thinking, and modelling best practices for student-teachers. Tutors must align their delivery with the National Teachers’ Standards (NTS).

NOTE; SHS teaching is largely about transmitting knowledge, while CoE tutoring centres on how to teach — modelling effective pedagogy for the next generation of educators.

4. Workload and Daily Responsibilities

Workload varies due to student numbers, administrative duties, and institutional demands.

SHS Teachers: Often face heavy teaching loads (sometimes 20–30+ periods per week), marking large volumes of scripts, attending to boarding duties, and participating in extracurricular activities. The Free SHS policy has significantly increased class sizes and overall workload, leading to higher stress levels for many teachers.Additional responsibilities include class management, parent-teacher interactions, and examination invigilation.
CoE Tutors: Typically have a lighter teaching load in terms of contact hours but handle more complex responsibilities: supervising teaching practice, assessing portfolios, mentoring student-teachers, and engaging in research or professional development. With the upgrade of CoEs to degree-awarding institutions, tutors now face expectations similar to university lecturers, including curriculum implementation and quality assurance. Workload can spike during practicum supervision periods.

NOTE; SHS often involves higher volume and administrative intensity due to large student populations, while CoE work is more intellectually demanding with research and mentoring components.

5. Career Prospects, Salary, and Job Satisfaction

Both roles fall under government payroll with similar base salaries (determined by rank and experience), but pathways differ.

SHS: Offers more opportunities for promotion within the Ghana Education Service (GES), subject leadership, or moving into administration (e.g., Head of Department, Assistant Head). Many teachers supplement income through private lessons.
CoE: Provides a more prestigious academic path. Tutors can progress to senior lecturer or principal positions, pursue further research, or transition to universities. The role carries higher professional status as “teacher educators.”

Many educators start at SHS and later move to CoE after obtaining postgraduate qualifications. Others prefer SHS for its relative stability and direct impact on younger learners.

6. Challenges Unique to Each Level

SHS: Overcrowding, inadequate teaching/learning materials, student indiscipline, and pressure from high-stakes WASSCE results.
CoE: Resource constraints (especially ICT), heavy practicum supervision, the need for continuous professional development, and adapting to frequent curriculum reforms.

Which is Better?

There is no universal “better” option — it depends on your goals:

Choose SHS if you enjoy working with teenagers, want quicker entry into teaching, and prefer subject-focused instruction.
Choose Colleges of Education if you are passionate about teacher training, enjoy academic research, and are willing to invest in higher qualifications for a more advanced role.

Both paths contribute immensely to Ghana’s education sector. With ongoing reforms (such as the B.Ed programme in CoEs and efforts to improve SHS infrastructure), opportunities for professional growth continue to expand.

If you are a teacher or aspiring educator, consider your strengths, academic qualifications, and preferred work environment before deciding. Many successful educators have thrived in both settings at different stages of their careers.

What are your experiences teaching in SHS or Colleges of Education? Share in the comments below!