Beyond Push-Pull: Emotional Ambivalence and Digital Networks in Nigerian Teachers’ Migration Intentions
Résumé
Abstract* Background Why do skilled professionals in struggling systems dream of leaving yet hesitate to go? Migration research often answers with push-pull models, treating decisions as rational responses to negative and positive factors. This paper aims to move beyond push-pull explanations by exploring how Nigerian secondary school teachers experience relocation intentions; what pushes them toward relocation, and what they prioritise; and the motivations and deterrents that create ambivalence. Method The study draws on semi-structured in-depth interviews and focus group discussions with 22 public and private secondary school teachers across five Nigerian states to show how relocation intentions are formed in the space between hope and guilt, and how platforms like WhatsApp and YouTube shape those intentions in deeply social ways. Results The study finds that teachers experience relocation as a conflicted process—they dream of escape but feel rooted; they scroll through job adverts abroad while worrying about students left behind. Importantly, professional development matters more to them than salary alone, challenging the assumption that skilled migration is driven purely by economic gain. Conclusion By moving beyond push-pull, the study argues that migration intentions are forged in emotional ambivalence, mediated through digital networks, and shaped by the desire for professional recognition. The findings have implications for migration theory and for policy debates on teacher retention, particularly in contexts where digital connectivity increasingly mediates perceptions of opportunity and belonging.
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