Urban preference among Nigerian teacher-trainees: An analysis for educational policy

The preference of teachers in developing countries for ‘urban’ appointments is a problem which is intuitively well-known but has been neglected in research and policy. With data obtained from Nigerian teacher-trainees, this paper examines collective urban preference, as indicated by the popularity of school locations, and also the extent and correlates of urban preference as a personal attribute. In the context, urban preference is found to be the dominant form of locational preference, with a high degree of consistency among individuals. Policies are advocated which would recognize that this kind of preference is based on rational and legitimate considerations.