Digitally mediated professional development of Nigerian teachers intending to relocate abroad: implications for school leaders

Abstract

Introduction Digital technologies have changed the way teachers learn. Many now access training through online platforms instead of waiting for school-based programmes. This study explores how Nigerian secondary school teachers experience digitally mediated professional development (PD). It also investigates how those experiences shape their professional confidence, their awareness of international teaching opportunities, and their perceptions of school leadership support. Methods The study conducted in-depth interviews and focus group discussions with 22 teachers from public and private secondary schools in Nigeria. Data were analysed thematically using Atlas.ti version 25. Results The findings show that teachers actively pursue self-directed digital learning through platforms such as YouTube, LinkedIn, Coursera, and WhatsApp. They face real challenges such as expensive data costs and little support from their schools. School leaders mostly remain uninvolved. Teachers report a lack of recognition, financial support, and structured efforts to integrate their learning into school improvement. Discussion The study suggests that school leaders need to adopt a more transformational approach. They should support digital PD, acknowledge the efforts of teachers, and connect individual learning to school goals. Without such leadership, digitally mediated PD is likely to continue helping teachers prepare for migration while offering limited benefits to their current schools.