Abstract
The latest statistics on teacher gender show a continuing downward trend in the participation of male teachers across secondary, primary and early childhood education. The trend is more pronounced in the primary than in the secondary sector, while early childhood education, which has never had a significant proportion of men, seems over the past five years to be losing more than it is attracting. This paper identifies key reasons for the feminisation of teaching, focusing on the early years of education (0-8 years). The main advantages of having male teachers on the staff are presented. Teacher gender seems to matter most for children’s learning during the early years of education. It is argued that the growing gender gap here should be regarded as a problem of serious professional and political concern.
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