Teacher preparedness for migrant children in primary schools: An ecological analysis of professional capacity and structural constraints

Vinayak Pathak; Anamik  Trivedi; Ashish Singh; Neha Yadav; Alok  Gardia; Pankaj Singh

doi:10.32674/n7fqg108

Authors

Vinayak Pathak Banaras Hindu University https://orcid.org/0009-0009-1413-9234
Anamik Trivedi Central University of Punjab https://orcid.org/0009-0000-9665-5332
Ashish Singh Banaras Hindu University https://orcid.org/0009-0004-3957-6346
Neha Yadav Banaras Hindu University
Alok Gardia Banaras Hindu University
Pankaj Singh Banaras Hindu University

DOI:

https://doi.org/10.32674/n7fqg108

Keywords:

convergent mixed methods design, ecological systems theory, inclusive pedagogy, labour migration, primary education, teacher preparedness

Abstract

The increasing enrolment of children from labour-migrant families in Indian primary schools presents significant challenges for teachers, particularly in addressing linguistic diversity, interrupted schooling, and limited institutional support. This study examines teacher preparedness and the ecological factors shaping it in government primary schools with high migrant enrolment, using Bronfenbrenner’s Ecological Systems Theory as the guiding framework. A convergent mixed-methods design was employed, combining a 46-item survey of 100 teachers with semi-structured interviews with 10 teachers. Quantitative findings indicate moderate-to-low teacher preparedness (M = 2.66, SD = 0.62), with migration-focused training (β = 0.42) and prior classroom exposure to migrant children (β = 0.31) emerging as the strongest predictors. Years of teaching experience were not a significant predictor. Qualitative findings identified language barriers, irregular attendance, inadequate migration-sensitive training, and administrative constraints as major challenges. The findings suggest that teacher preparedness is shaped less by individual experience than by institutional and systemic conditions. The study highlights the need for migration-responsive teacher education, sustained professional development, flexible school practices, and supportive educational policies.

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