TEACHER RECRUITMENT PRACTICES, EDUCATIONAL QUALITY, AND LEARNING POVERTY IN NIGERIA’S PUBLIC SECONDARY SCHOOLS

Abstract

Learning poverty refers to the inability of learners to read and understand a simple age-appropriate text by age ten, and it remains a profound challenge in Nigeria’s public secondary schools. Despite substantial investments in educational reforms, foundational learning deficits continue to rise, largely due to inconsistencies in teacher recruitment and uneven educational quality. This study examined the influence of teacher recruitment practices on educational quality and learning poverty in Nigeria’s public secondary schools. Guided by a mixed-method research design, the study sampled 450 teachers and 30 administrators across Lagos State using stratified random sampling. Quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were thematically analysed. Results revealed that teacher recruitment practices significantly predict educational quality (r = .63, p < .01), and both recruitment practices (β = −.31, p < .001) and educational quality (β = −.37, p < .001) significantly predict learning poverty, jointly explaining 46% of its variance. Qualitative findings highlighted systemic constraints such as favouritism, underqualification, resource shortages, and overcrowded classrooms, all of which contribute to poor learning outcomes. The study concludes that transparent, merit-based recruitment and strengthened teacher preparation are essential to reducing learning poverty and improving educational quality. It recommends digitalised recruitment systems, enforcement of TRCN certification, structured mentoring programmes, and enhanced professional development as key strategies for strengthening Nigeria’s teacher workforce and achieving SDG 4.