I’ve Been In The Teaching Service For 21 Years As an Assistant Director l Yet I Earn GHc4,566Monthly

President of the Coalition of Concerned Teachers (CCT), King Ali Awudu, has disclosed that after 21 years in the Ghana Education Service, he earns a monthly salary of GH¢4,566 as an Assistant Director I. The BBC Ghana 28 September 2026.Statement by King Ali Awudu President of the Coalition of Concerned Teachers

Speaking on the matter, Awudu said: “I’ve been in the Teaching Service for 21 years as an Assistant Director I, yet I earn GH¢4,566 monthly.”

The revelation draws attention once again to the conditions of service for teachers in Ghana. Awudu, a long-serving educationist and teachers’ advocate, has previously highlighted the financial pressures faced by educators, noting that even experienced professionals with advanced qualifications take home relatively modest pay after deductions.

In earlier comments, he had stated that after 19 years in the service with a second degree, his net salary stood at about GH¢4,066. The updated figure of GH¢4,566 after 21 years reflects only limited progress, according to the teachers’ leader.

Awudu has consistently argued that the majority of teachers, particularly those on lower ranks such as Senior Superintendent and Principal Superintendent, earn even less and struggle to meet basic living costs including rent, utilities and transport. He has called for sector-specific allowances rather than across-the-board base pay increases that affect the entire public sector.

The Coalition of Concerned Teachers has long campaigned for improved remuneration, better working conditions and an end to the politicisation of the education sector. Awudu has maintained that despite the challenges, Ghanaian teachers continue to deliver quality education and remain committed to their students.

His latest disclosure is likely to renew public debate about the value placed on the teaching profession and the need for meaningful improvements in teachers’ conditions of service. Education stakeholders and unions have repeatedly linked better pay and welfare packages to teacher motivation, retention and the overall quality of education.

For many in the profession, Awudu’s personal testimony serves as a stark illustration of the financial realities facing educators even after two decades of dedicated service.

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