Ghana Education Service (GES) Head of Public Relations Daniel Fenyi has welcomed the Service’s new career progression policy for teachers, describing its expansion of promotion opportunities across the profession as a significant shift that could improve motivation and strengthen retention. In his submissions on the policy, he highlighted projected increases in the number of teachers eligible for senior ranks, particularly Deputy Director II and Director I.
Fenyi explained that the intervention decouples professional ranks from specific positions, allowing more qualified teachers to advance without having to occupy designated administrative offices.
He argued that the change addresses years of stagnation and gives teachers a clearer professional future while remaining within the education system.
“By creating more opportunities for teachers to advance through the ranks, the new policy will help address career stagnation, improve job satisfaction and encourage experienced teachers to remain in the profession.”
Ghana Education Service (GES) Head of Public Relations Daniel Fenyi
Fenyi drew attention to the limited number of teachers currently occupying the two highest ranks highlighted in his submissions. He noted that only 272 teachers nationwide are on the Deputy Director II (DII) rank, most of them district directors of education.
Under the new policy, he projected that the number could rise to at least 4,405 in the current year alone.
He described the increase as approximately 1,500 per cent, presenting it as evidence of how separating ranks from positions could open promotion pathways to a much larger group of teachers.
Promotion reforms seek to address teacher stagnation
The Director I (DI) rank has an even smaller number of occupants. Fenyi indicated that only 20 teachers nationwide hold the rank, predominantly regional directors of education and a few directors at the GES headquarters.
He expects the new arrangement to increase that figure to at least 88 this year, representing a projected rise of 340 per cent. He also anticipated substantial increases across the Principal Superintendent, Assistant Director II, Assistant Director I and Deputy Director ranks.
Fenyi described the changes as particularly important in a profession that demands years of preparation, continuous professional development, patience, commitment and sacrifice. Despite those demands, he observed that many experienced teachers have remained on the same rank for extended periods because promotion opportunities have been limited.
He recounted his experience as one of the monitoring officers who observed the promotion exercise, during which he personally met teachers who expressed frustration about remaining on one rank for six, seven, eight and nine years without what they considered justifiable reasons.
The new progression framework, in his view, responds to that concern by creating a wider and smoother structure for advancement.
It is intended to recognise experience, reward competence and improve motivation, while giving teachers a professional pathway within the GES.
“wider and smoother career progression system has therefore become imperative, in order to recognise experience, reward competence, improve motivation and give teachers a genuine professional future within the system.”
Ghana Education Service (GES) Head of Public Relations Daniel Fenyi
Career advancement could strengthen teacher retention
Fenyi believes the policy could also influence how young people view teaching as a career. He argued that prospective teachers need to see that the profession offers opportunities for growth and advancement, rather than requiring them to leave the classroom or education sector to build fulfilling careers.
He urged stakeholders to consider the long-term implications of the policy, suggesting that its effects could become more visible if the approach continues over the next four, six or even ten years.
He described the changes as a quiet but significant shift within the GES, whose cumulative impact could be felt in the years ahead. However, he qualified his optimism by stressing that the intervention’s success would depend on how well it is sustained and managed.
Sustained implementation key to lasting impact
Fenyi expressed confidence that the new direction could become a game changer for teachers’ career progression if the Service maintains the policy and manages its implementation effectively.
His assessment centres on the need to make promotion opportunities more accessible across the ranks, rather than restricting advancement to a small number of positions.
He maintained that teacher development should extend beyond recruitment and initial training. The education system must also create conditions that encourage experienced professionals to remain, feel valued and continue contributing to teaching and learning.
“I believe the future of teaching depends not only on how we train and recruit teachers, but also on how we retain, recognise and reward them.”
Ghana Education Service (GES) Head of Public Relations Daniel Fenyi
Fenyi believes sustained implementation could make teaching a more attractive long-term career, allowing experienced teachers to advance, remain in the classroom and continue contributing to Ghana’s education system across the country over time.
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