Abstract
In today’s evolving educational environment, effective teaching and meaningful pupil engagement remain central to academic achievement. However, many schools, particularly in under-resourced communities, continue to struggle with limited instructional materials and inadequate facilities. This study explored the effect of teaching and learning resources (TLRs) on teacher-pupil engagement (TPE) in a selected basic school in the Awutu-Senya East Municipality. A qualitative case study design was employed, involving a sample size of 46 respondents, comprising five teachers, a headteacher, and 40 pupils selected via purposive and simple random techniques, respectively. Data was collected on them through semi-structured interviews and observation checklists; and analysed thematically. The findings revealed that the school lacked many essential TLRs, including updated textbooks and functional ICT tools. In classrooms where some resources were available, pupils showed greater interest and participation in lessons. Additionally, teachers reported that using visual aids, manipulatives, and interactive methods significantly improved pupil attentiveness and understanding. However, most teachers indicated they had not received adequate training to effectively integrate ICT tools into their lessons, even where some devices were present. Further, the findings confirm a direct relationship between the availability and use of TLRs and the level of TPE. The insights from the selected school reflect broader challenges in similar public schools and call for immediate interventions to ensure quality education delivery. The findings serve as a wake-up call for educational planners and policymakers to address resource inequalities in public schools. The study concludes that the availability of appropriate TLRs directly enhances TPE and classroom effectiveness. It recommends that school leaders be encouraged to adopt low-cost, innovative teaching aids to enhance TPE. Also, the Ghana Education Service and relevant stakeholders should prioritise resource provision and training for teachers.