teacher migration

Researchers have explained the emigration of Nigerian teachers, popularly termed japa, mainly through low remuneration and insecurity, while giving less attention to access to professional development and career progression. This study examined the professional development and career opportunities available to Nigerian nursery and primary school teachers in Nigeria and abroad, and how these are linked to the decision to migrate. A mixed-methods design was adopted. The study analysed the quantitative responses from 384 teachers in Nigeria and 20 teachers in the diaspora using means, standard deviations, and percentages. The study also thematically analysed semi-structured interviews with eight teachers (four in Nigeria and four in the United Kingdom and Canada). Teachers in Nigeria reported some exposure to professional development, but only 44% agreed that it was sufficient and 39% that it was affordable, although they indicated that most came from private schools and external organisations rather than from government. Teachers abroad reported greater access to professional development, often free and mandatory, and 80% agreed that they did not feel limited in their career advancement. However, only 40% agreed that they had experienced better career growth, and the interviews showed that visa conditions and the absence of Qualified Teacher Status confined some teachers to support roles. Professional development and certifications also functioned as a pathway to migration: the interview revealed that two of the teachers in Nigeria were preparing to leave through courses and certification, and three of the four teachers abroad had migrated in order to study. The findings suggest that limited professional development operates as a push factor and that certifications provide the route out. It was recommended that affordable and sustainable professional development should be provided for teachers in Nigeria.