Economic Factors Influencing Teacher Shortage in Early Childhood Education in Ibadan South-West Nigeria

Abstract

This study examined the economic factors influencing teacher shortages in early childhood education (ECE) in Ibadan South West, Nigeria.  five specific purposes, five research questions and Job Demands-Resources (JD-R) model developed by Bakker, Demerouti, de Boer, and Schaufeli (2003) as the theoretical framework guided this study.

The study employed a descriptive survey research design, a sample of approximately 200 teachers (100 from public schools and 100 from private schools) was selected using a stratified random sampling method. Data were collected using a structured questionnaire designed to measure the key variables related to each research question. To ensure validity, the questionnaire was reviewed by experts in early childhood education and educational research to confirm that it effectively measured the constructs of interest. A pilot study was conducted with a small subset of teachers (approximately 20) to refine the questionnaire items based on feedback. Cronbach’s Alpha was used to test the reliability of the instrument, with an acceptable threshold set at 0.7.

Data were analyzed using descriptive and inferential statistics. The findings indicated that low salaries and high living costs significantly contribute to teacher attrition, with many educators seeking alternative employment to meet their financial needs. The study also revealed that public and private ECE teachers face distinct economic challenges, leading to variations in retention rates. Additionally, inadequate professional development and financial support were found to deter both existing and potential teachers from pursuing a career in ECE. Job insecurity further exacerbated the problem, particularly among private ECE educators.

Based on the findings, several recommendations were made, including increasing salaries, implementing financial incentives, enhancing professional development opportunities, addressing job insecurity, providing housing support, increasing education funding, promoting ECE as a career, establishing mentorship programs, facilitating community involvement, and conducting regular assessments of teacher needs. By addressing these economic factors, stakeholders can improve teacher retention and ultimately enhance the quality of early childhood education in Ibadan South West.