Examining the Research Gap in ECD Teacher Burnout and Retention in Nigerian Public Preschools

ECD teacher burnout and high attrition rates undermine programme continuity and child-outcome quality, yet this workforce challenge has received minimal systematic research attention in Nigerian public preschool contexts, creating an important evidence gap. This study examined the research gap in ECD teacher burnout and retention in Nigerian public preschools through systematic review and original cross-sectional research. A systematic scoping review identified only 4 publications from 2019 to 2024 specifically addressing burnout or retention in Nigerian ECD teachers. Original cross-sectional research surveyed 400 public preschool teachers across Plateau, Imo, Bauchi, and Oyo States, measuring burnout using the Maslach Burnout Inventory-Educators Survey, job satisfaction, intention to leave, and perceived organisational support. Results showed high emotional exhaustion in 48.3 percent and high depersonalisation in 31.2 percent of respondents. Intention to leave within 2 years was reported by 39.5 percent. Perceived organisational support was significantly inversely associated with all three burnout dimensions. Salary dissatisfaction was cited by 78.2 percent as a primary dissatisfaction source. Teachers managing classes of 35 or more children showed significantly higher burnout. The study fills critical empirical gaps in ECD workforce research and recommends salary reform for public preschool teachers, mandatory class size limits, peer support supervision structures, and longitudinal workforce tracking to measure retention outcomes of interventions.

Keywords: teacher burnout, retention, ECD teachers, Nigerian public preschools, research gap