Male Preschool Teachers Research Articles

Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning

ABSTRACT This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment.

Studia pedagogiczne a przygotowanie do zawodu nauczyciela, pedagoga. Raport z badań jakościowych. Perspektywa mężczyzn nauczycieli edukacji przedszkolnej

Working as a teacher requires obtaining appropriate qualifications and acquiring knowledge and competences during university studies. Although the importance of teacher education quality is emphasized, many problems related to this process are pointed out. The objectives of the qualitative research were to recognize and understand the male preschool teachers’ experiences during pedagogical studies and recognize their assessment of the quality of preparation for the teaching profession from the perspective of time, and thus to answer the questions: How do male preschool teachers perceive and evaluate studying in pedagogy? How do they evaluate their own situation during studies? What are their proposals of changes in teacher education? Research using narrative interviews was conducted in 2019 and 2020 among 18 male preschool teachers from Poland. Based on the analysis and interpretation of the research material, the categories describing male perception and evaluation of pedagogical studies as well as evaluation of male situation during studies and proposals of changes were distinguished. The research results indicate that male teachers severely evaluate pedagogical studies and make demands to improve their quality. The narratives were referred to the social constructivism and the interpretive paradigm. It was indicated that male teachers, by reflecting on the quality of pedagogical studies and proposing solutions, fit into the model of a reflective practitioner.

Being a Male Preschool Teacher in Türkiye: From the Perspective of Teachers, Mothers, and Children

This study aims at investigating the views of teachers, mothers, and children about male preschool teachers. The phenomenology, one of the qualitative research designs, is used in this study. Study group consists of six preschool teachers (three females and three males) and 12 children and their mothers selected from the classes of these teachers by using the purposeful sampling method. Data are collected through interviews with these groups and analyzed with content analysis. Children are also requested to make a drawing that reflects their thoughts about their teachers. It is determined that male teachers prefer this profession with the idea of finding a job easily. Being a male preschool teacher is evaluated by both gender of teachers as an advantage in providing discipline to children. According to the male preschool teachers, the disadvantages working in this position are that parents don’t consider preschools as educational institutions, difficulty in communicating with mothers, and the risk of abuse. In the study, it is determined that some mothers are prejudiced against male teachers at the beginning of the term, this prejudice decreases during the term, and all of the children have positive thoughts and feelings about their teachers. As a result of the research, it is concluded that all of the teachers and most of the mothers believe that preschool teaching is generalized as a female profession, but they believe that it should not be generalized in this way.

Relacje nauczyciela z rodzicami a budowanie przyjaznej przestrzeni edukacyjnej dla dziecka w wieku przedszkolnym. Narracje mężczyzn-nauczycieli edukacji przedszkolnej

The teacher-parent cooperation is an inseparable part of teachers’ work in preschool education. Although important for kindergarten, it is also often not satisfying. The aim of the qualitative research was to recognize and understand the experiences of shaping and developing relationships with parents from the perspective of male preschool teachers and to answer the question of how do they perceive and understand their relationship with parents of kindergarten children. The research based on narrative interviews was conducted in 2019–2020 among 18 male preschool teachers from Poland. The categories describing the development of relationships between male teachers and parents, ways of shaping them from a time perspective, and important values were distinguished. The results show that the conscious care of the relationship with parents by male teachers contributes to the creation of friendly educational space for children. Experiences related to relations with parents and the meanings given to them by men working in kindergartens were referred to social constructivism as a legitimate interpretation trend. Highlighted category of place understood as the material space of the kindergarten and the space of friendly social relations also made it possible to embed the narratives in the pedagogy of place as understood by Maria Mendel.

Critically Discuss the Policy and Research Evidence Which Examines the Role of Men in Early Childhood Education and Care

Attracting more men to balance the predominantly female workforce is one of the key issues facing the early childhood education and care (ECEC) sector. This research critically discusses the main debates regarding the issue of gendered ECEC sector, including the core concepts of childhood, masculinity and ECEC, followed by the debates about the influences of more male practitioners on both children and ECEC workforce. Although there exist some arguments against the hypothesis about men’s benefits on children and ECEC workforce, the need to get men involved in the lives of young children is reflected by government policies across different countries, such as recruitment and retention initiatives for male preschool teachers. However, most of these strategies to remove the barriers male teachers encountered, and to incorporate men and fathers, received negative results. Therefore, by building upon the need to enhance the holistic quality of ECEC workforce, new perspectives, especially from children’s perceptions, on how to change the gender imbalance in ECEC are recommended, including both the top-down policy and bottom-up strategy.

Gender Stereotypes of Male Preschool Teachers: Taking the Investigation of Changsha International Kindergarten as an Example

While abundant research has been carried out on gender stereotypes faced by teachers in pursuing their careers, inadequate attention has been paid to male kindergarten teachers’ dilemmas. This study uses semi-structured interviews with male teachers in an international kindergarten in Changsha to explore the male teachers’ experiences. Through investigation and analysis, the study's findings reveal the reasons for working in kindergartens, low job satisfaction among male kindergarten teachers, gender prejudice against this group, and specific problems foreign teachers face in the job market. This paper aims to raise people’s awareness of the situation of male kindergarten teachers in China and reduce prejudice towards this group. This paper also gives suggestions for improving their job satisfaction and career development: creating a favorable social environment, improving the interpersonal skills of male kindergarten teachers, and enlarging the job market for male kindergarten teachers.

Nauczyciel edukacji przedszkolnej (w świetle opinii mężczyzn studiujących na kierunku pedagogika przedszkolna i wczesnoszkolna)

The issue of men’s work as pre-service education teachers is an important link in research on pre-service education and public perceptions of male teachers in international studies – but in Poland it is rarely the focus of researchers’ attention. This article supplements the modest state of research to date with information gleaned from interviewing male preschool and early childhood education teacher trainees.

INVESTIGATION OF PRESCHOOL TEACHERS' ATTITUDES TO PLAY

This research is a descriptive study meant to determine the attitudes of preschool teachers towards playing games which are containing physical activity. The universe of the study consists of pre-school teachers working in Gaziantep. There were 450 (male 110, female 340) teachers in the sample group. The Gameplay Scale developed by Hazar (2015) was used to obtain the research data. Independent t-test, One Way Anova and Pearson correlation analysis were used in the analysis of the data. As a result of the research, in the study conducted to determine the attitudes of preschool teachers towards playing games containing physical activity, it was found that male preschool teachers' game passion and risk-taking attitudes were higher than female teachers', those with less professional experience had higher game passions than more experienced teachers. It has been determined that the social cohesion levels of those who have the above-mentioned experience are higher than the subgroups. While it was determined that those who did not have children had higher game passion and desire to play, a positive significant correlation was found between the scores obtained from the sub-dimensions of the scale by both male and female preschool teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

Differences between Norwegian male and female preschool staff physical activity levels and their influence on PA levels of children

ABSTRACT The aim of the study was to examine differences between Norwegian male and female preschool staff according to physical activity (PA) levels during preschool hours. Using a mixed-method design, accelerometers were used to examine objectively measured PA level among male and female preschool staff, while observations, interviews and questionnaires were used to support the accelerometer data, and identify patterns related to preschool staff and children’s PA. The accelerometer data, observations, and interviews pointed towards male preschool staff as more physically active at preschool than female preschool staff. Observation and interview data further indicated that male staff interacted more than female staff in children’s active play. The findings suggest that male preschool staff contribute especially positively according to children’s PA in preschool, and that it is important to educate more male preschool teachers.

EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS

For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004). In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.
 
 
 According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%.
 Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers.
 In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430).
 It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ).
 In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".

Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables

The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers’ attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers’ scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.

Knowledge of Child Health and Affecting Factors Among Preschool Teachers: A Cross-Sectional Study in Chongqing, China.

AimThis research aims to explore the health knowledge mastery of preschool teachers in Chongqing.MethodsA cross-sectional questionnaire survey of preschool teachers in Chongqing was conducted by random sampling. A total of 399 preschool teachers were included in this research. Multiple linear regression analysis was conducted to explore the influencing factors on preschool teachers’ mastery of preschool child health knowledge.ResultsThis research found that the average score of preschool teacher’s knowledge of preschool children was only 34.01±0.78, and the accuracy of the knowledge points of continuous short-distance eye use time was the lowest, at less than 5%. The conducting of eye exercises by the kindergarten and the scores of preschool teachers were negatively correlated (β=−0.257, p<0.001); the score of health knowledge of preschool teachers of the kindergarten whose screen time met the standard was lower (β=−0.113, p=0.017); whether the time and frequency for outdoor activities of the kindergarten met the standards and the health knowledge score of preschool teachers was positively correlated (β=0.130, p<0.001 vs β=0.163, p<0.001). Male preschool teachers and teachers overweight according to BMI had higher scores for preschool health knowledge (β=−0.114, p=0.016 vs β=0.099, p=0.034).ConclusionPreschool teachers in Chongqing had a poor grasp of knowledge regarding preschool children’s health, and in particular, knowledge of children’s exercise and eye use. Educational background and work experience may no longer indicate preparedness for teaching these topics, and suggests that supportive measures can also be directly provided at the kindergarten level in the future to increase the health knowledge of preschool teachers.

Becoming a Pre-School and Elementary School Educator: How do Male Teachers Describe their Career Decision and Career Development from the Perspective of the Social Cognitive Career Approach and Human Resource Management

This study investigated the sense-making process and career decision and development of male pre-school and elementary school teachers in the New England region in the United States through the perspective of Social Cognitive Career Theory (SCCT). Two research questions guided this study. First, why male teachers decided to join the pre-school and elementary school profession as their life-long career development, and second, how do male teachers describe their position and the sense-making process of their profession. Based on the Interpretative Phenomenological Analysis (IPA), the researcher invited and collected rich and in-depth data from ten participants. The results indicated that male pre-school and elementary school teachers believed their gender status and role could provide unique modelling for young children, particularly those from a single-parent family. Also, many believed that human resource professionals and school leaders should pay attention to gender diversity and gender inequality issues in the areas of the pre-school and elementary school environments. Based on the in-depth sharing, the results of this study could become a blueprint for school leaders and human resource professionals to direct their workplace and gender inequality issues toward male professionals in the current K-12 educational environment.

ErzieherIn. Preschool teaching staff in German gender equality policy

The aim of the article was to analyse the policy of gender equality in Germany, here centered around the specifics of the function of (fe)male preschool teachers, which at its source was a profession directed exclusively at women, and as a result is now feminised. These circumstances, unchanged for almost 200 years, have their roots in disregard towards this professional group in the political discourse, apparent in it being treated as “invisible”. Current governmental policies aim at supporting the employment of men at the preschool educational level. The article analyses the federal government’s gender policy through the prism of centrally supported model projects implemented in Germany since 2010, taking into account the broad context of preconditions. General issues present in social debates (such as gender) have been linked in this article to the specifics of a particular professional group of ErzieherIn, such as the rise of the rank of early care and education combined with serious staff shortages hindering the implementation of political guidelines. As a result, these two groups of conditions intertwine, forming a very interesting image, in which tradition gives way to contemporary social expectations.

Gender bias in caregiving professions: The role of perceived warmth

AbstractOne hypothesized reason for why a disproportionately low number of men enter caregiving fields is how such men are perceived. In two studies, drawing upon the Stereotype Content Model and the lack‐of‐fit model, we tested whether men would encounter more social (e.g., likeability bias) and economic (e.g., hiring or job opportunity bias) penalties than women in caregiving professions due to perceptions that men are less warm than women. In all three studies, we created job or employment materials in which the gender of the candidate or employee was manipulated. In Study 1, a female preschool teacher received higher warmth ratings than a male preschool teacher, which in turn predicted preference for the female teacher over the male teacher. In Study 2, a female social worker was rated more highly in warmth and job hireability than a male social worker; warmth also mediated the relationships between gender and both likeability and job hireability. In Study 3, a male preschool teacher was rated lower in warmth, likeability, job hireability, and job suitability than both a female preschool teacher and a preschool teacher with an unspecified gender. There were no differences between perceived competence of men and women in caregiving positions when competence was assessed. Implications for the factors that predict adverse reactions to and penalties against men in caregiving occupations, as well as interventions to combat the potential negative effects of such penalties on men's interest in caregiving careers, are discussed.

The Career Journey of the First Male Preschool Teacher in Turkey: An Optimistic Perspective to A Female Dominated Occupation

Bu calisma, Turkiye'deki ilk erkek okul oncesi ogretmenin gercek hikayesine odaklanan vaka analizi seklinde tasarlanmistir. Calismanin temel amaci; a) Turkiye'deki ilk okul oncesi ogretmeni olmanin avantajlari ve dezavantajlarinin neler oldugunu b) calistigi okuldaki meslektaslarinin ve velilerin kendisine yaklasimlarinin nasil oldugunu c) zorluklarla nasil basa ciktigini d) erkek okul oncesi ogretmenlerinin okul oncesi egitimdeki olasi sosyal faydalarinin neler oldugunu belirlemektir. Veriler, yari yapilandirilmis derinlemesine gorusme ile toplanmistir. Veriler, arastirma sorularina gore onceden belirlenmis kategoriler altinda tematik olarak analiz edilmistir. Elde edilen bulgular, okul oncesi ogretmenlerinin Turk sisteminde 30 yildan fazla suredir mevcut olmasina ragmen, halen okul oncesi ogretimin kadin agirlikli bir meslek oldugunu gostermektedir. Bu calismadan elde edilen tum bulgular, kisilik ozelliklerinin, cinsiyetci bir meslekte kariyer yapan ilk okul oncesi ogretmenlerinin kariyer tercihlerini ve yolunu sekillendiren bir faktor oldugunu gostermektedir.

Motivation of Male Students for Preschool Teacher Profession

The number of single parent families is on the rise. There is a lack of father figure both in the family and kindergarten where children are exposed to female influence. Eurostat statistical data (2015) show that female teaching staff is dominant in pre-school education with 95%. The number of female preschool teachers in France is 83%, in Netherlands 86.6%, in the United Kingdom 90%. Male preschool teachers are a rare breed in Croatia too, only 2.3% work in preschool institutions. The aim of the research was to examine motivation of male students for preschool teacher profession. Interviews with all male students enrolled at Undergraduate preschool education in Osijek and Slavonski Brod were conducted. The results showed four clusters of male preschool students’ motivation. Students are intrinsically motivated and see this profession as a calling. This topic sheds new light on family pedagogy and opens up insufficiently explored area of research.

Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care

ABSTRACTMany countries call for more men to be teachers in early childhood education and care (ECEC). In Sweden, the issue has been discussed since the early 1970s, but despite these discussions there is little Swedish research that examines the notions and expectations associated with male teachers. International research has found that perceptions of men in ECEC can be very ambivalent and that physical contact between the male educator and children is a sensitive issue. By focusing on the interaction between educators and children, the purpose of this study is to investigate gender-specific beliefs about male preschool teachers. The empirical material consists of interviews with 50 informants. Of these, 17 are men and 33 are women. The results show that “the fun guy” and “the possible perpetrator” are two gender-specific positions that male informants are subjected to. The article discusses how men take up and resist the two positions, and argues for the need to further challenge gendered stereotypes in preschools.

English

The main focus areas of this research are pointing out the public perceptions and beliefs about male preschool teachers, fear of child sexual molestation, moral panic, and power relations in the society. The sample of the study composed of one white, female preschool teacher with a single interview transcript, working in the city of Tempe, Arizona. Qualitative method was used for the research. A semi-structured interview was conducted with the teacher which involved six main questions about the male teacher involvement in early childhood education and related issues. The data was analyzed via discourse analysis method. Both proper and figurative meanings of the words, mimics, unsaid, attitudes, and acts in the interview were carefully considered; critiques and interpretations were made in terms of fear of child sexual abuse, men preschool teachers, moral panic, and power relations. Some literary tools, theoretical perspectives, and techniques from important theorists were barrowed in order to provide better insight. The results revealed that there has still been some doubts exist related to the male preschool teachers in the society and presence of more men in this period may provide better conditions for this occupation. Key words: Male preschool teachers, child sexual abuse, moral panic, discourse analysis.

Jordanian Mothers’ and Female Preschool Teachers’ Perceptions of Men Working in Preschools

In Jordan less than 1% of preschool teachers are male. This study investigated a sample of mothers and female preschool teachers about their perceptions of male preschool teachers. A survey was developed to collect data from the participants. Results showed that participants perceive the work of men in preschools as being acceptable, yet they were of the opinion that preschool teaching is the work of females. Mothers agreed that children gain diverse experiences when taught by males or females. Female schoolteachers disagreed that male teachers have more control over their student during field trips. Most notably, female schoolteachers ages 19 to 29 were more accepting of the idea of male preschool teachers than other age groups.