Exploring the Migration Aspirations of Primary School Teachers in the Kpone Katamanso Municipality

Abstract

This study explored the migration aspirations of primary school teachers in the Kpone Katamanso Municipality, focusing on the factors influencing these aspirations, the barriers preventing their realisation and their implications for their profession. Guided by Carling’s (2002) Aspiration–Ability Framework, the study adopted a qualitative phenomenological design to examine the lived experiences of teachers. Thirty teachers were purposively selected and data were collected through semi-structured interviews, observations and informal interactions. Thematic analysis, following Braun and Clarke’s (2006) framework, was used to identify recurring themes and interpret meanings. Findings revealed that teachers’ migration aspirations were driven primarily by economic dissatisfaction, limited career advancement and exposure to transnational networks. Social influence from peers and family abroad also played a major role in sustaining these aspirations. However, structural constraints such as financial limitations, restrictive visa regimes and family obligations hindered teachers’ ability to actualise their migration desires, leading many to experience what Carling (2002) terms involuntary immobility. The study concludes that migration aspirations among Ghanaian primary school teachers reflect broader systemic challenges within the education sector. Addressing these aspirations requires improving teacher welfare, creating viable professional development pathways and establishing structured opportunities for safe and regulated mobility.