Abstract:
This study sought to explore the experiences of teenage mothers re-entering Senior
High School in Kwahu Afram -Plains North District of the Eastern Region of Ghana.
The study employed a qualitative research approach with a phenomenological
descriptive research design. Through an expert convenience purposive sampling
technique, 35 teenage mothers were the population and 15 teenage mothers were
sampled for the study. Data was collected using an Interview guide. Data was
analyzed thematically. The study revealed that teenage motherhood experiences were
largely on issues such as financial constraint, stigmatisation and rejection from
friends, relatives and the community. Findings from the study indicated that some of
the teenage mothers are primarily motivated by the desire to secure a better future for
themselves and their children. They value education as a means to break cycles of
poverty, gain stable employment, and serve as role models for their children. The
study also underscores the need for comprehensive support systems that include
academic and professional support, flexible learning schedules, financial assistance,
emotional and psychological counselling services and efforts raising awareness to
reduce stigma, all of which are critical for ensuring the academic success of teenage
mothers. The study recommended that the Ministry of Education should consider how
the re-entry policy is being implemented in the various institutions. In the chapter’s
discussion, it was established that very little is done on paper or in documents when it
comes to the support systems available to teenage mothers. Instead, parents, the
government, and school authorities must collaborate as a family unit or system to
understand the needs and circumstances of teenage mothers. It was further
recommended that; teachers and counsellors should give teenage mothers the needed
guidance and counselling to be able to restore confidence in them to enable them
improve academically and to overcome the stress they go through.
Description:
A thesis submitted to the School of Graduate Studies in
partial fulfilment of the requirements for the award of
the degree of Master of Philosophy
(Counselling Psychology)
DEPARTMENT OF COUNSELLING PSYCHOLOGY
FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION
UNIVERSITY OF EDUCATION, WINNEBA
DECEMBER, 2024