Exploring selected educational stakeholders’ perceptions of female pupils’ dropout in Gomoa Central District

Abstract

School dropout in rural areas leads to low educational attainment, which in turn limits economic opportunities and hinders socio-economic development. When individuals lack essential education and skills, their ability to access better livelihoods is reduced, negatively impacting individual prospects and broader community welfare and economic growth. This study explored selected educational stakeholders’ perceptions of female pupils’ dropout in the Gomoa Central District. It adopted an explanatory sequential design and involved 329 participants. Data were analyzed using descriptive statistics and thematic analysis. The findings show that female pupils’ dropout in the Gomoa Central District is mainly driven by several key issues. These include boredom, overcrowded classrooms, inadequate facilities, harsh punishments, poor teacherstudent relationships, and lack of guidance and counseling, as identified by participants. Teachers and headteachers emphasized unsafe and overcrowded school environments, while parents highlighted poor communication with schools, unsafe surroundings, and limited community support. Weak parental engagement, poor supervision, teenage pregnancy, financial constraints, household duties, and long distances to school also contributed significantly to dropout among girls. The findings further indicate that improving teacher-student relationships, providing adequate counseling services, strengthening parental involvement, and enhancing school infrastructure can help reduce dropout rates. Financial support, scholarships, and community education on the importance of girls’ education were also identified as essential. Dropout among female pupils results from the combined effects of socio-economic and psychosocial factors. Addressing these challenges requires coordinated action by schools, families, and policymakers to create supportive and inclusive learning environments. The government and stakeholders must prioritize positive teacher-student relationships, promote parental involvement, and invest in school facilities and resources to reduce student disengagement.