I don't want to be a teacher: Factors restricting male students from entering the teaching profession (original) (raw)
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Feminization of the Trinidad and Tobago teaching profession has been well known for decades with male teachers accounting for approximately one quarter of the teaching service. Several studies have highlighted the value of male teachers as role models for boys. Yet, men continue to exit the teaching service in quest of alternative forms of employment. This study investigated factors that push men out of the classroom in search of alternative forms of employment. Four hundred and fifty-three (453) participants were randomly selected from the northern and southern parts of Trinidad where they once taught. Findings of the study revealed that while approximately 20% of the sample left the teaching service as a result of compulsory retirement, the majority left because of individual and contextual factors ranging from low salary and the desire to explore opportunities for upward mobility, to lack of parental and administrative support. Results of this study have implications for a more robust education policy formation aimed at attracting, recruiting, and retaining male teachers in the Trinidad and Tobago government primary and secondary school system.
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Malaysian secondary schools are facing a shortage of male teachers. Almost 70% of the teaching profession is dominated by female teachers. There is an obvious gap in the reason why teaching is not preferred by the male gender. This study intends to find the determinants of career success among male teachers with the hope of revealing the career success factors that are associated with male teachers. A survey was done among 140 male teachers in a secondary school in the state of Malacca, Malaysia. Results showed that 3 out of 5 of the determinants factors are significantly explaining career success among the teachers (Emotional Intelligence, Person-Job-Fit & Work-Life Balance) while two others are unable to explain the career success of the teachers (Career Adaptability & Career Commitment). The findings enable policymakers to prioritize and draft better career development plans for the teachers that focus on issues about the recruitment of more emotional intelligence teachers, opti...
GENDER AND THE CHOICE OF TEACHING AS A SECOND CAREER By
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This research paper explores both the mean.i.ng of career decisions and the implications of these dec:sions for teacher education. Since a pilot study indicated that gender realization was influenced by the historical era in which people are raised, four subjects--two men and two women--from different age levels were selected to be the subjects of in-depth case studies. At the onset of the study, all subjects were preservice students; over the course of the study each progressed to the status of novice teacher. Each had left a successful first career. An analysis of the case studies indicated that for each of these subjects the motivation to become a teacher was rooted in a world view comprised of attitudes and values shaped by the home and school experience of early years, particularly the relationship they had with their parents and the gender roles that were the outcome of these experiences. Career decisions and
International Journal of Learning, Teaching and Educational Research
This study aimed to identify why students are reluctant to choose teaching as a career in the Sultanate of Oman from parents’ perceptions. It also aimed to verify whether there were statistically significant gender differences in parents’ perceptions of the teaching profession. Using a quantitative research design, the study applied a questionnaire to a sample of 2,519 parents, of whom 66.7% were males and 33.3% were females. The questionnaire results indicated that the reasons for reluctance in choosing to teach from parents’ perceptions centred on the difficulty of the career, the lack of financial incentives compared to the workload, and teachers’ low social status compared to other professions. The results also revealed gender differences in choosing teaching as a career in favour of females from the perspective of students’ parents. It is recommended that parents should respect their children’s choice of future professions and their desire to be teachers. In addition, the Minis...
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This research paper explores both the mean.i.ng of career decisions and the implications of these dec:sions for teacher education. Since a pilot study indicated that gender realization was influenced by the historical era in which people are raised, four subjects-two men and two women-from different age levels were selected to be the subjects of in-depth case studies. At the onset of the study, all subjects were preservice students; over the course of the study each progressed to the status of novice teacher. Each had left a successful first career. An analysis of the case studies indicated that for each of these subjects the motivation to become a teacher was rooted in a world view comprised of attitudes and values shaped by the home and school experience of early years, particularly the relationship they had with their parents and the gender roles that were the outcome of these experiences. Career decisions and career success and satisfaction had been affected by the presence or absence of role models and mentors. Motivational factors included school experiences, parental expectations, attitudes toward education, developmental needs, desire for autonomy and challenge, and feelii.gs of career achievement. The implications of these findings for schools of education are discussed. (JD)
Gender in the Teaching Profession: University Students’ Views of Teaching as a Career
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Australian Association For Research in Education, 2012
This paper presents a critical analysis of literature relating to why males choose to become primary school teachers. Discussion within the paper concentrates on identifying and exploring connections between what is currently known about being a male primary school teacher and what motivates these men as they both pursue and practice within the profession. This paper reflects the preliminary investigations of a broader doctoral project that will examine the recruitment and retention of male primary teachers within Tasmania. Countries such as Australia, New Zealand and the United Kingdom have experienced calls for increased male recruitment to and retention in the primary teaching profession. Current research into the male primary school teacher experience offers strong arguments for the need to recruit and retain more men into primary teaching as well as many attempting to explain the reasons for low numbers of male classroom primary teachers. Interestingly, studies investigating the motivations of those men who choose to teach young children are far less common. The critical review of relevant literature allows for deeper understanding of present perceptions of the male primary school teacher and teaching experience to be established. In doing so, the paper emphasises exploration of the motivations of men who choose to be male primary school teachers, and proposes that it is within the exploration of male's attitudes towards and motivations to being a male primary school teacher that will elicit rich insight into how strategies currently utilised for the recruitment and retention of male primary teachers can be improved.
Male Preservice Teachers and Discouragement from Teaching
The Journal of Men's Studies, 2011
Driven largely by concerns over boys' education, countries worldwide have seen crisis discourses over small numbers of male teachers, particularly those teaching young children. Despite public desires and policy movements to increase their numbers, important barriers and challenges remain for male teachers. Preservice teachers' experiences, especially, might illuminate challenges to the recruitment and retention of males. Using a (pro)feminist, social interactionist framework and qualitative discourse analysis methods, this study examines discouragements from peers, family, and teacher education as faced by three male student teachers. These included gendered teasing about the ease of and "cuteness" required in education coursework, gendered objections to "wasting" their ability, and gendered suspicions of sexual predation. The analysis focuses on strategic performances the men used to cope with discouragements and persist in teaching. I argue that foregrounding such performances can disrupt barriers for males and thus increase their numbers.