Why do cameroonian secondary school teachers massively migrate to Canada?

Teacher migration from Cameroon to Canada has become an increasingly visible trend, shaped by a complex interaction of push and pull factors within national and global labor markets. This study examines three key determinants such as professional development opportunities, work environment conditions, and salary prospects that influence Cameroonian secondary school teachers’ decisions to migrate. Utilizing a mixed-methods design comprising questionnaires, stakeholder interviews (Cameroon’s Ministry of Secondary Education and Ontario Ministry of Education), and documentary analysis, this study examines how restricted career progression and poor remuneration in Cameroon drive migration, while Canada’s enhanced professional frameworks act as significant pull factors. By situating teacher mobility within broader educational governance, economic constraints, and international labor demand, the article contributes to ongoing debates on skilled workforce migration and teacher retention in Sub-Saharan Africa. The findings highlight the need for policy reforms that strengthen teacher professional development, improve working environments, and enhance compensation frameworks to reduce migration pressures and sustain the national education system.