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Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom
Abstract
Male teachers are rare in early childhood education (ECE). Interest in increasing the number of male ECE teachers is often driven by essentialist assumptions about male teachers bringing something unique to classroom teaching by virtue of being men. To explore this assumption, the author conducted an instrumental case study of a team of Head Start teachers: one female, one male. Differences were found, but similarities between the two teachers were determined to be of much greater importance. Reasons for the findings are explored, and a brief argument is made for greater male teacher involvement in ECE classrooms based on other than essentialist grounds.
... Bu konuda kadın öğretmenler de söz konusu mesleğin cinsiyet rollerinden arındırılması gerektiğini düşünmekte ve çocukların sosyal duygusal gelişimi için erkek öğretmenlerin de okul öncesi eğitime dahil olması gerektiğini, iyi bir öğretmen olmanın erkek öğretmen olmaktan daha önemli olduğunu ve toplumdaki öğretmen cinsiyetine yönelik ön yargıların azalması gerektiğini belirtmektedir (Sak vd., 2012). Erkek öğretmenlerle yapılan ulusal ve uluslararası çalışmaların sonuçları da kadın öğretmenlerin görüşleriyle paralellik göstermektedir (Anlıak, 2004;Bullough Jr, 2015;Demirtaş vd., 2014;Tsigra, 2010). ...
... Bu bağlamda, okul öncesi öğretmenlerinin cinsiyetlerinin annelerin algılarını nasıl şekillendirdiğinin araştırılması önem taşımaktadır. Bununla birlikte, alan yazınındaki konu ile ilgili yapılan araştırmalar incelendiğinde çalışma gruplarının ebeveynler (Gülçiçek, 2017;Sak, 2005;Yağbasan ve Aksoy, 2016), öğretmen adayları (Amosun vd., 2021;Haskan Avcı vd., 2019;Sak vd., 2012), öğretmenler (Amosun vd., 2021;Bullough Jr, 2015;Demirtaş vd., 2014;Er ve Ergen, 2020;Yalçın vd., 2017) ve çocuklardan (Sak vd., 2015;Sumsion, 2005) (Sak vd., 2015). Çocukların belirli meslekleri bir cinsiyet ile özdeşleştirmemeleri ve kadın-erkek rollerini eşitlikçi bir temelde özümsemeleri gerekmektedir. ...
... In a study, a male teacher working in the Head Start class reports that his primary responsibility is to be an effective educator and he does not aim to be a father figure in the eyes of children, but some of the children need it to develop socially and emotionally as there is no male role model in their life (Bullough Jr, 2015). Similarly, in a study conducted by Tsigra (2010), it is reported that male teachers could compensate for the emotional gap of children observed due to reasons such as long working hours of fathers or divorce cases by serving as male teacher role models. ...
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.
... Conscious efforts to recruit and retain male teachers have been rationalized based on several arguments. At first glance, there seems to be several "common-sense" assumptions put forward by some researchers who have emphasized role modeling and gender affiliation (Hjalmarsson & Löfdahl, 2014;Johnson, 2008), as well as normative notions of male teachers being better equipped to address boys' needs (Bullough, 2015), and better capable of delivering tough discipline (McDowell & Klattenberg, 2019). These arguments seem contentious when compared to notions put forward by other researchers who discuss the benefits for students who are taught by teachers who possess "insider knowledge" due to similar life experiences and cultural backgrounds (Ingersoll et al., 2018), as well as other notions which focus on demographic parity, such that the cultural/ethnic makeup of the teaching force should reflect that of the student population, and that of the larger population (Ingersoll et al., 2018). ...
... A final argument practically pertains to teacher shortages generally and the need to attract talented teachers, whether males or females, to ensure equitable opportunities for all students (Ingersoll et al., 2018;Suryani, 2021;Sutcher et al., 2019). While research findings are often inconclusive in regards to these arguments (Bullough, 2015;McDowell & Klattenberg, 2019), the authors contended that in an education system where the division of labor along gender lines is institutionalized, the reasons behind recruiting and retaining male teachers may seem to be mere practical and logistic, yet may also be deeply-seated within the sociocultural norms, beliefs and values specific to this context. ...
... Whether by first choice or not, the four male teachers entered teaching for reasons documented commonly in other studies (Bullough, 2015;Low et al., 2011;Štemberger, 2020;Suryani, 2021). That is, they had become teachers for positive reasons, such as believing it would make a change in students' lives, contribute to the greater good of society, and would be a challenging yet rewarding career. ...
Through a Systems Theory Framework, the study explored the systems of influence on male teachers’ career development within individual, social, and environmental-societal contexts. Four male Qatari teachers recounted their stories of career past, present and future in this life history study. Narrative data from four female teachers were also collected to further understand teachers’ work in this context. Three main patterns emerged from the analysis, constituting the influences on becoming a teacher, on being a teacher, and on future prospects. Implications for policy and practice are proposed as a set of design directions for a multidirectional career development model.
... "… I really like mobile activities, especially at home, which is so active (A4: [23][24] "Want to introduce this child to sports ... so that their motor skills can develop even more (A1: [41][42] "… To sports which form the basic pattern of their movements (B2: [39][40] "… He sleeps well, makes it easier to talk to him… he doesn't play at random (B1: [21][22][23] "She doesn't get sick more easily, is healthier (B4: 211-212) Apart from being related to health and physical motor development, parents also expressed other hopes by encouraging their children to practice sports at the club. Parents want their children to be more social, more self-confident, and more focused. ...
... Mothers usually had more time accompanying children to practice sports than fathers. However, this little time was able to provide opportunities for fathers to interact personally with children, so that children feel comfortable in the environment where they are [41], [42]. In this context, family values of parents roles as "good mother" for mother and "super hero" for father [41] play important role. ...
... However, this little time was able to provide opportunities for fathers to interact personally with children, so that children feel comfortable in the environment where they are [41], [42]. In this context, family values of parents roles as "good mother" for mother and "super hero" for father [41] play important role. Fathers have the highest relationship when the child's ability or effort is at a low level [28] "Motivation, . ...
The first phase of sports coaching often determines whether children maintain an interest into the next phase of coaching, therefore, parental support for children's sports activities in early childhood is very important. This qualitative research aims to explore the four dimensions of social support: emotional support, instrumental support, informational support, and companionship support for developing sport talent in early childhood. In addition, the differences between the roles of fathers and mothers in providing social support are examined. Participants involved in the study were seven parents of children aged between 0-6 years, who were members of a track and field club which has a Super Kids program. Super Kids is a program aimed at training fundamental movement skills. Interviews and observations formed the basis of the research methods and data were analysed by taxonomic analysis with results indicating that all parents provided the four types of emotional support, instrumental support, informational support, and companionship support to their children. Support from the father and/or mother plays an important role in develop children's positive characteristics to engage in sport and develop their talents through coaching. The study found that parents who had educational backgrounds and/or work in jobs associated with sport were more confident in providing detailed informational support.
... The study of workplace discourse has been a growing one and is a now well-established and vibrant field. However, while there has been an abundance of research on women working in "men's" jobs Ainsworth, Batty, & Burchielli, 2014;Schnurr & Mak, 2011;Miller, 2004), relatively little research has explored what happens to men who work in "women's" jobs (Bullough, 2015;Spilt, Koomen, & Jak, 2012;Lupton, 2006;, while even less have investigated men's linguistic behaviour and whether they use language to perform their masculinity in such contexts (McDowell, 2019;Schnurr, , 2008aKiesling, 2007;. The contributions in this collection focus especially on discourse in occupations often culturally typified to be women's work. ...
... This provides insights into work-role practices and challenges the claim that these jobs are "feminine". It also provides further evidence of men and women demonstrating speech characteristics typically assumed to belong to the "other" in order to perform their professional identity, which will aid a move away from persistent gendered stereotypes (Mullany & Yoong, 2018;Bullough, 2015). ...
... And although we have seen more women enter occupations once traditionally assigned to men on an international level, the same is not happening in reverse. As a result, there have been a growing number of government incentives in countries such as the UK and Germany trying to get men into these professions (Cruickshank et al., 2018;Bullough, 2015;. Despite persistent efforts, however, key targets for male recruitment are repeatedly not being met, and in countries such as the UK and Australia, there has been a decline of men entering roles such as teaching and nursing (Cruickshank et al., 2018;Nursing and Midwifery Council, 2019;. ...
De-Gendering Gendered Occupations brings together contributions from researchers on language and gender studies and workplace discourse to unpack and challenge hegemonic gendered norms encoded in what are traditionally considered female occupations. The volume integrates a range of theoretical frameworks, including conversation analysis, pragmatics, and interactional sociolinguistics, to analyse data from such professions as primary education, healthcare, and speech and language therapy across various geographic contexts. Through this lens, the first part of the book examines men’s linguistic practices with the second part offering a comparative analysis of 'male' and 'female' discourse. The settings discussed here allow readers to gain insights into the ways in which cultural, professional, and gendered identity intersect for practitioners in these professions and in turn, future implications for discourse around gendered professions more generally. This book will be key reading for students and researchers in sociolinguistics, discourse analysis, gender studies, cultural studies, and professional discourse.
... Gender and Teaching Gender differences are evident in education, and teachers' gender stereotypes determine their interaction with students . Female teachers are found to be more helping and accommodating to students to engage them actively in the learning process (Bullough, 2015;Kember et al., 2004). Although female teachers experience unpleasant and negative emotions more than men, they consistently involve students to change their mental state and overcome negative feelings. ...
... Female urban teachers have a significantly low tendency to have ITTF. This study affirmed the prior studies that identified and reported gender differences in the teaching process Bullough, 2015;Kember et al., 2004). Female teachers demonstrated such teaching methods in classrooms focused on developing students understanding (Olson et al., 2019;Raymond Lam et al., 2010). ...
The teachers use teaching methods and techniques in their classrooms with clear goals and intentions to teach. These teaching approaches might be teacher-centred, intended to transfer information, or student-focused, intended to change students’ understanding. Apart from various contextual and personal factors, such as gender and institutional location, they can also explain the differences and variations in these teaching approaches. Literature on approaches to teaching in public schools is available. However, there is insufficient literature about Madaris teachers across the globe. In Pakistan, Madaris are parallel educational entities that cater to millions of students. Therefore, the current study identified the teaching approaches of Madaris teachers in relation to the gender and location of Madaris. Under a survey research design, data were collected from 790 Madaris teachers in Punjab. An ANOVA statistical test revealed that the interaction of gender and location could explain the difference in Madaris teachers’ preferred teaching approaches in Madaris in Punjab. Male teachers in rural and urban areas had a higher conceptual change student-focused approach and a higher information transfer teacher-focused approach. The Pakistani government and private sectors should design teaching training programs according to the particular curriculum in Madaris and assist Madaris with instructional teaching reforms.
... Does explicitly and implicitly excluding men from the early childhood education workforce benefit the early childhood community's commitment to diversity? Young children should have a diverse range of experiences including learning from men in their early childhood education settings (Bullough, 2015). In order to effectively recruit and retain more men into the early childhood education profession, early childhood education staff, parents, and administrators have to address their overt and covert "othering" biases toward men working in early childhood education environments. ...
... Young children, from birth through age 8, need to be exposed to a wide range of experiences. One of these experiences is interacting with highly-qualified and caring male teachers in early childhood environments (Bullough, 2015). In order to ensure that more male teachers are hired for early childhood education classrooms, early childhood staff and parents have to be aware of gender-based biases. ...
How do early childhood educators, parents, and administrators really feel about men working with young children? Should men work as teachers of young children from birth through 8 years of age? Is this women’s work? Does explicitly and implicitly excluding men from the early childhood education workforce benefit the early childhood community’s commitment to diversity? Young children should have a diverse range of experiences including learning from men in their early childhood education settings (Bullough, 2015). In order to effectively recruit and retain more men into the early childhood education profession, early childhood education staff, parents, and administrators have to address their overt and covert “othering” biases toward men working in early childhood education environments.
... The findings highlighted that most of the male teachers cared ‗about' their learners, while most of the female teachers focussed on their teaching. This signals a gender difference and goes against the common assumption or stereotype that widely accepts female teachers as natural nurturers and carers for learners than male teachers (Bullough, 2015). ...
... The male teachers are found to be nurturing and caring about their learners more than their female peer counters. The finding contradicts the common belief concerning teacher gender stereotypical relationships with their learners where women are considered as naturally caregivers (Bullough, 2015). The findings do not present female teachers as particularly motherly and nurturing as might have been expected (to have psychological closeness to learners) but rather this study presents the male teachers as more nurturing and caring of their learners' academic and social skills development. ...
... Επιπλέον, οι άνδρες παιδαγωγοί στους παιδικούς σταθμούς παρόλο που γενικότερα εκτελούν τις ίδιες δραστηριότητες με τις γυναίκες παιδαγωγούς, φαίνεται πως προτιμούν να δίνουν στα παιδιά την ευκαιρία να μετακινηθούν ελεύθερα, να πειραματιστούν, να τρέξουν και όλο αυτό να το απολαμβάνουν. Στο ίδιο πλαίσιο ερευνητικά δεδομένα δείχνουν ότι τις γυναίκες παιδαγωγούς φαίνεται να τις απασχολεί περισσότερο το θέμα της πειθαρχίας από ότι τους άνδρες (Bullough, 2015). Από την άλλη πλευρά στην έρευνα των Vanderbroeck και Peeτers (2008) οι άνδρες παιδαγωγοί ανέφεραν πως είναι πιο αυστηροί με τους κανόνες σε αντίθεση με τις γυναίκες παιδαγωγούς, ότι συμμετέχουν περισσότερο στο παιχνίδι με τα παιδιά και χρησιμοποιούν περισσότερο το χιούμορ. ...
... Από την άλλη πλευρά στην έρευνα των Vanderbroeck και Peeτers (2008) οι άνδρες παιδαγωγοί ανέφεραν πως είναι πιο αυστηροί με τους κανόνες σε αντίθεση με τις γυναίκες παιδαγωγούς, ότι συμμετέχουν περισσότερο στο παιχνίδι με τα παιδιά και χρησιμοποιούν περισσότερο το χιούμορ. Επιπλέον, οι ίδιοι θεωρούν πως έχουν διαφορετικούς τρόπους προσέγγισης και αλληλεπίδρασης με τα παιδιά από ότι οι γυναίκες συνάδελφοι τους, κάτι που το αξιολόγησαν ως θετικό (Bullough, 2015). ...
The present study investigates professional burnout in Thessaloniki’s nurseries/daycare as related with
demographic characteristics. Participants were 137 people working in nurseries/daycare. Each participant
completed the Maslach Burnout Inventory and demographic data. Findings of the study indicate that the
present sample, in the present conditions, reported low levels of professional burnout. Present results also
show that gender, work relationship and marital status were the main predictors of the emotional
exhaustion. The results of the study are discussed in the context of the recent literature.
... Επιπλέον, οι άνδρες παιδαγωγοί στους παιδικούς σταθμούς παρόλο που γενικότερα εκτελούν τις ίδιες δραστηριότητες με τις γυναίκες παιδαγωγούς, φαίνεται πως προτιμούν να δίνουν στα παιδιά την ευκαιρία να μετακινηθούν ελεύθερα, να πειραματιστούν, να τρέξουν και όλο αυτό να το απολαμβάνουν. Στο ίδιο πλαίσιο ερευνητικά δεδομένα δείχνουν ότι τις γυναίκες παιδαγωγούς φαίνεται να τις απασχολεί περισσότερο το θέμα της πειθαρχίας από ότι τους άνδρες (Bullough, 2015). Από την άλλη πλευρά στην έρευνα των Vanderbroeck και Peeτers (2008) οι άνδρες παιδαγωγοί ανέφεραν πως είναι πιο αυστηροί με τους κανόνες σε αντίθεση με τις γυναίκες παιδαγωγούς, ότι συμμετέχουν περισσότερο στο παιχνίδι με τα παιδιά και χρησιμοποιούν περισσότερο το χιούμορ. ...
... Από την άλλη πλευρά στην έρευνα των Vanderbroeck και Peeτers (2008) οι άνδρες παιδαγωγοί ανέφεραν πως είναι πιο αυστηροί με τους κανόνες σε αντίθεση με τις γυναίκες παιδαγωγούς, ότι συμμετέχουν περισσότερο στο παιχνίδι με τα παιδιά και χρησιμοποιούν περισσότερο το χιούμορ. Επιπλέον, οι ίδιοι θεωρούν πως έχουν διαφορετικούς τρόπους προσέγγισης και αλληλεπίδρασης με τα παιδιά από ότι οι γυναίκες συνάδελφοι τους, κάτι που το αξιολόγησαν ως θετικό (Bullough, 2015). ...
The present paper is a qualitative study which investigates the views as well as the experiences of
early childhood educators regarding the role and reasons behind the phenomenon of male educator's
absence in early childhood education (ECE) workforce in Greece. Twelve early childhood educators
participated in the study. Educators were working at childcare centers in the municipality of
Thessaloniki, Greece. Data were collected through individual, semi-structured interviews and analyzed
through thematic analysis. Thematic analysis revealed three core factors regarding the role and
presence of male early childhood educators in childcare centers namely: a) men seemed unsuitable in
childcare centers, b) they represents a paternal role model in childcare centers and c) caring for young
children: women's role. Τhe findings highlighted that social norms, social expectations regarding
gender assigned roles and lack of support are challenging male presence in childcare. Need for all
stakeholders to get involved in advocacy programs and policies aimed at recruiting and retaining men
in early years settings.
... There is anemergent body of work that examines men in this occupation, as well as a growing number of government incentives trying to recruit more men as there is a strong belief that more male teachers will decrease boy pupils' underachievement (Bullough, 2015;Cruickshank et al., 2018;Mistry & Sood, 2015;Sargent, 2000). However, the latter clearly attempt to attract men by emphasising the 'masculine traits' of the role, which promotes stereotypical hegemonic masculine characteristics (e.gs men are needed to discipline, to be an authoritative male role model, they are presumed to have better relationships with boys and are ascribed the role of 'fathers') (Read, 2008;Spilt, Koomen & Jak, 2012). ...
... These recruitment drives are arguably failing as they are recurrently based on gendered beliefs. Research into primary school teaching from a wide range of disciplines has demonstrated that the empirical evidence does not support the aforementioned existing 'masculine' gendered beliefs and behaviours (Bullough, 2015;Carrington, Francis, Hutchings, Skelton, Read & Hall 2007;Carrington, Tymms & Merrell, 2008;Didham, 2015;Lahelma, 2000;McDowell & Klattenberg, 2018;McGrath & Van Bergen, 2017b;Read, 2008;Skelton, 2002Skelton, , 2003Spilt et al., 2012;Thornton & Bricheno, 2006). Yet we repeatedly see incentives to increase and retain men centred around promoting hegemonic masculine characteristics and the 'male role model' myth McGrath & Van Bergen, 2017a;Sargent, 2000). ...
Jobs are rarely seen as gender neutral but built on gendered stereotypes as to what they involve, and the gendered characteristics assumed needed to perform them. Despite an increase in the number of women entering ‘male’ workplaces, gendered occupational stereotypes continue to endure as they are so deeply entrenched within community. Furthermore, even with frequent government initiatives, men’s numbers are not increasing in ‘female’ occupations such as teaching as these jobs persistent to be seen as only suitable for those with ‘feminine’ characteristics. Fewer than 15 percent of United Kingdom (U.K.) primary school teachers are male. De-stereotyping this work role is therefore of key importance as we need more qualified teachers in the U.K. To date, there has been relatively little research into the linguistic behaviour of men working in primary school teaching. To address this gap, this current paper focuses on men’s discursive behaviour in the occupation of teaching in an attempt to begin to de-stereotype this profession through an exploration of how the job is actually performed through language to assess whether teacher gender affects teaching strategies utilised in the classroom. This paper reports on the qualitative findings from an exploratory case study that examines male and female primary school teachers’ linguistic strategies in teacher-led class instruction. To provide empirical insights into how this work-role practice is performed, this paper focuses on the oral feedback given by the teacher to pupils to examine how they use follow-up strategies. Data collected by 12 teachers across 4 schools in Hertfordshire in the U.K. was explored using Interactional Sociolinguistics and a social constructionist perspective. Results demonstrate both female and male teachers actively constructing a context-dependent teaching identity, with their language breaking stereotypical gendered norms of speaking. The discursive behaviour of these teachers should therefore not be described as ‘feminine’ or ‘masculine’, but rather labelled as the discourse of doing ‘being’ a teacher. They are using the unmarked speech styles in this environment as the work role guides, shapes and permeates their discursive choices. Arguably then, gender is not an overriding variable here in being a teacher. These findings lend support to the current on-going debate for the imperative need to de-gender how we think about language use, occupations, and the skills and characteristics one is assumed to have simply because of their gender. Men often decide against becoming a primary teacher because they think it is a female profession. We must re-interpret language use as reflecting professional identity rather than gender identity. By raising awareness of primary school teachers’ linguistic behaviour, we may start to take steps towards de-gendering the job for only then may we see more men taking up such professional occupations. This research has important implications for U.K government incentives which currently try to recruit men by stressing that they are needed for hegemonic ‘masculine’ reasons, which only serves to strengthen gender stereotypes.
... Nesta continuidade, autores como Cruz et al. (2015) centram -se nos fatores internos e emocionais como preponderantes na relação pedagógica e consequente noção de autoeficácia, que segundo Tuxford & Bradley (2014) pode ajudar a gerir algumas das exigências emocionais relacionadas com a função docente. Relativamente aos fatores extrínsecos, tais como o baixo valor social dado à profissão docente e a perceção dos próprios de auferirem uma baixa remuneração (Bullough, 2015), manifesta -se na imagem que os docentes têm de si. ...
... Sabendo -se da importância atribuída por vários autores à imagem corporal, para o bem -estar dos indivíduos, nomeadamente para a função docente (Bullough, 2015;Francisco et al., 2012;De Sousa Pereira, 2001), os resultados observados neste estudo demonstram que é necessário investir em formação direcionada para esta problemática, ajudando os docentes a melhorar a satisfação com a sua imagem. ...
Resumo A imagem corporal dos professores interfere no seu bem-estar pelo que o estudo das variáveis que a influenciam torna-se, então, preponderante para o contexto docente. O objetivo do estudo foi conhecer o grau de satisfação ou de insatisfação com a imagem corporal, por parte dos professores, e encontrar as variáveis que mais influenciam esta perceção. Participaram 370 professores (264 mulheres) a lecionar em escola públicas, básicas e/ou secundá-rias, em Portugal Continental e nos Açores. O instrumento utilizado foi a Contour Drawing Rating Scale e os resultados obtidos assentam em valores de estatística descritiva relacionados com a imagem corporal atual, ideal e a discrepância entre ambas e ainda em regressões lineares múltiplas. Este instrumento carateriza-se por um conjunto de 9 figuras, masculinas e femininas, sendo o número 1 correspondente a uma imagem corporal mais magra e a 9 a uma imagem corporal mais corpulenta (vide Figura 1). Os professores de ambos os sexos, que estão satisfeitos com a sua imagem corporal encontravam-se no intervalo etário dos 40 aos 49 anos. No grupo dos insatisfeitos com a sua imagem corporal, são as professoras que demonstraram estar mais insatisfeitas, idealizando na sua maioria uma imagem menos volumosa, i.e., uma imagem mais esguia aparentando menor peso. Abstract The body image of teachers interferes with their well-being, so, the study of the variables involved in this aspect, leads to be preponderant to the teaching context. The aim of this study was to know the degree of satisfaction or dissatisfaction with body image, by teachers, and find the variables that most influence this perception. In this study participated 370 teachers (264 women) that teach in public schools, middle and/or high, in Portugal and the Azores. The instrument used was the Contour Drawing Rating Scale and the statistical results are based on descriptive statistics of the current body image, the ideal body image and the discrepancy between
... For example, one recurrent rhetoric around the argument for 'needing more male teachers' is that men provide a role model for male pupils. This 'role model' status is inevitably linked to delivering 'tough' discipline; and that male teachers are a positive role model for boys (Bullough 2015, Skelton 2003, Spilt, Koomen and Jak 2012. ...
... In UK and Germany, there has been extensive debate on underachieving boys in the education system, with girls often outperforming boys (Bullough 2015, Reay 2001. This is referred to as the gender gap. ...
2 Does gender matter? A cross-national investigation of primary classroom discipline. Fewer than 15% of primary school teachers in both Germany and the UK are male. With the ongoing international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male 'role models' in schools has an adverse effect on boys' academic motivation and engagement. Although previous research has examined 'teaching' as institutional talk, men's linguistic behaviour in the classroom remains largely ignored , especially in regards to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter?
... Because of the gender imbalance in regular child care settings, interactions between children and caregivers may be different in a child care setting, and relationships may develop in different ways. In fact, some authors have expressed concerns about the lack of appropriate gender role models for boys in child care, and therefore boys are considered to have fewer opportunities to build close relationships with (predominantly female) professional caregivers (see Bullough, 2015, andDrudy, 2008, for an overview). The present study investigated child-caregiver interactions and child attachment relationships in same-sex and mixed-sex child-caregiver dyads, exploring possible gendered differences. ...
... Caregiving is considered a typically feminine task, and male caregivers in professional child care show less stereotypically masculine behaviors than men in other professions (Paquette, 2004). The fact is that male and female caregivers in our study behaved in similar ways (see also Bullough, 2015). Frequent exposure to colleagues' gender-specific behavior in preservice education and child care work might stimulate a socialization process in which both male and female caregivers adapt to each other's behaviors and possible gender differences become less visible. ...
Outcomes of studies with exclusively or predominantly female caregivers suggest that boys in child care are involved with interactions, attachment relationships, and care of lower quality than girls. We investigated to what extent child gender (N = 38, 19 boys) and caregiver gender (N = 38, 19 males) is associated with child–caregiver interactions and attachment relationships. Children’s involvement and caregivers’ sensitive and stimulation behaviors were observed using systematic observations of semistructured play. Children’s secure attachment with caregivers was observed using the Attachment Q-Sort. Research Findings: Male and female caregivers showed similar sensitive behaviors toward boys and girls, and children had similar levels of secure attachment with male and female caregivers. Female caregivers had a tendency to stimulate boys more than girls, and this behavior was associated with a lower secure attachment in boys. Girls’ involvement with the caregiver was associated with male and female caregivers’ sensitive behavior and with male but not female caregivers’ stimulation. Conversely, boys’ involvement with the caregiver was elicited by sensitive but not stimulating behavior of male caregivers but not by female caregivers. Practice or Policy: Boys and girls can have equally positive interactions and attachment relationships with both male and female caregivers.
... Sin embargo, los resultados estadísticos demostraron que existen diferencias significativas en el uso de plataformas educativas en la educación a distancia durante la pandemia COVID-19 con respecto a la afectividad de genero (hombres/ mujeres) en favor de las mujeres. Para Bullough (2015), los profesores de género masculino en la educación elemental básica y el bachillerato son de baja frecuencia en comparación a la educación superior o universitaria. Estas diferencias se impregnan en la mente y conciencia educativa, de allí que los estudiantes esperan recibir actividades educativas por parte de profesoras. ...
Pages: 647-663 Resumen: El objetivo fue investigar la realidad de las plataformas virtuales en la educación superior ecuatoriana y su impacto académico antes y durante la pandemia COVID-19. El estudio fue Cuantitativo. La muestra fue no probabilística participativa, consistió en (500) estudiantes de distintas universidades de la Provincia del Chimborazo. Para la recolección de datos se utilizó una escala digital. Los resultados fueron analizados con el t student y el MANOVA en base a 4 variables de estudio, a través del SPSS. Se revelo una visión positiva de los estudiantes al utilizar las plataformas educativas. Existen diferencias estadísticas significativas de acuerdo con las variables de género, al contrario de los niveles de estudio y ubicación, existe una mayor afectividad y comprensión de los estudiantes al recibir clases virtuales por parte de profesoras. Se puede concluir que la pandemia COVID-19 aceleró la adopción del aprendizaje en línea por parte de las instituciones de educación superior.
... Relatedly, children in Norwegian schools performed better on language and mathematics tests, when attending a preschool with a higher proportion of male staff (Drange & Rønning, 2017). Women and men in child care work have been found to show a similar level of attention and sensitivity toward children in their care , and there appear to be no differences in their mental models of the environment (Ahi et al., 2017) or their motivations to teach (Bullough, 2015). The exact mechanisms of gender diversity in ECEC settings in improving children's learning outcomes remain unexplained. ...
Careers in early childhood education and care (ECEC) are stereotypically perceived as the work of women, and men less often pursue them. Consequently, men are highly underrepresented in child care work worldwide, and when men work in ECEC, they are often treated as “other”—different from the feminine default. Yet, increasing men’s representation in ECEC would bring various benefits such as reducing the rigidity of gender roles across society, addressing labor shortages, and increasing job opportunities for men. Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, we reviewed 120 qualitative, quantitative, and theory articles on redressing the issue of men’s underrepresentation in ECEC from 2003 to 2023 to develop a theory-based road map of strategies to foster men’s greater inclusion in these careers. Our review identifies key areas for systemic change in organizations, which educate and care for young children, and describes how action is required to professionalize child care, engage gatekeepers, and foster caring masculinities. Further, it highlights relevant issues to be aware of when designing interventions in this specific context, such as the valuing of “women’s work,” the importance of intersectional approaches, and the critical evaluation of intervention methods. To sustainably increase gender diversity in ECEC, our road map identifies actors that have the most influence and describes how efforts need to come from government, policymakers, organizational leaders, and broader society.
... (Thomas) The fact that there are certain behaviours that female teachers are allowed, moreover expected, to perform whilst the same is not true for their male counterparts, is further evidence of the men's double bind. As discussed above, primary teaching is strongly associated with a nurturing role, and with providing pastoral and physical care to young children (Bullough, 2015). Rarely are these seen as masculine traits. ...
The underrepresentation of men in non‐traditional fields of work is often attributed to essentialist gendered beliefs that associate such roles exclusively with women. This phenomenon is not limited to any specific country but is observed worldwide. Moreover, male teacher drop‐out rates remain a consistent issue. This article examines the detrimental impact of gendered expectations of masculinity on male primary teachers through interviews conducted with both male and female teachers in the UK. It argues that men in this occupation face a ‘double bind,’ being judged for conforming to hegemonic masculine norms while also facing judgement for deviating from them. All male teachers interviewed expressed feeling the pressure of gendered expectations, which primarily stem from one central misconception fuelled by traditional conceptions of gender; that the occupation is unsuitable for men. As a result, men who enter the profession encounter challenges not only related to their gender but also their sexuality and their sense of professional identity as teachers. Addressing the damaging role of gender beliefs is crucial in promoting the numerical representation of men in the teaching profession.
... This can be traced back to their career decisions linked to teacher gender in primary and secondary schools (Sansone, 2017). Since women are thought to be naturally caring, it is presupposed that the female culture, which is associated with the profession, has discouraged men from joining the "caring" workforce (Bullough, 2015;Martino & Rezai-Rashti, 2010;Vandenbroeck & Peeters, 2008). Haase (2008) highlighted how research shows that the male teacher's social position is complex and challenging, further noting how males perceive that this profession might not be for them. ...
Teachers use a wide range of teaching and learning strategies to develop language proficiency among students. A descriptive research design was used to identify what English language teachers employ pedagogical practices. A variety of pedagogical practices were identified that are commonly used by English language teachers: oral recitations, translations, individual build-a-sentence tasks, memorization of rules, buddy tutoring for grammar instruction; word mapping, spelling quizzes, daily memorization, word cue drill, and word game for vocabulary instruction; individual and group reading tasks, oral reading, retelling, and read-aloud question and answer tasks for reading comprehension instruction; and call and response, storytelling, dictation, listening to recorded materials, and read-aloud question and answer for listening comprehension instruction. Teachers should consider the students' language proficiency level to guide them in employing appropriate activities for their students. Through this, they can easily adjust to the student's learning differences. 1.0 Introduction Behind the success of the student's language proficiency are the pedagogical practices aptly used by English language teachers. Various pedagogical practices, like oral recitation, group work, debate, etc., are considered effective ways of enhancing the student's level of language proficiency. Richards (2017) characterized pedagogy as a discipline that deals with teaching practices. Pedagogical practices are the learning activities that support the language teacher's content and instructional approach. Moreover, it deals with the theory and practice of education and the study of the way to teach. It is simply an art. Effective language teachers use a wide selection of methods, strategies, and techniques since there is no single, universal, and unique approach to suit all learning situations. Various strategies were employed in different positions to ensure that the student's learning was enhanced. Some of these strategies were made to fit teaching specific fields and branches of knowledge more than others. Those strategies are also ensured to suit distinct backgrounds, learning styles, and students' capabilities.
... Some men report being excluded from undertaking intimate duties such as toileting and nappy changing (Hedlin, Åberg, and Johansson 2019;Morton 2019). Further, to mitigate suspicion, they report being cautious regarding physical touch and may avoid comforting and cuddling children (Bullough 2015). Bhana, Xu, and Emilsen (2021) reports an Australian male educator's experience of being prevented from changing nappies. ...
Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling 'other' perpetuated by judgements of men's sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the 'alien invader' becomes the face of the centre, potentially eclipsing the contribution of female colleagues.
... Cassim and Obono (2011) asserted that if teachers spend 30 to 1000 hours in activities and programs of quality professional development then it makes a very positive impact on overall education system in terms of students' achievement, as well as teachers' own career as well. Further literature indicated it as key component of successful school organization, and fruitful learning outcomes thus playing key role in enhancement of quality education (Elmore, 2004;Li et al., 2019;Lumpe et al., 2012;Robert, 2015). Desimone and Long (2010) further elaborated teachers' professional development and aligned it with students' needs in their five-component model. ...
The study was aimed to analyse the impact of quality education on students' learning outcomes with moderating effect of teachers' professional development and use of ICT as instructional tool in the primary schools of Lahore. The parameters of quality education observed in this study were context, inputs, process, and outputs.Survey was conducted among 357 teachers from primary schools of Lahore with the help of close-ended questionnaire. Collected data was analysed on Smart PLS, using various statistical approaches including construct validity, discriminant validity, and path coefficients. Findings of this research study revealed that the quality of education has significant and positive impact on student learning and this relationship is successfully moderated by faculty professional development and communication technological advancement in the primary schools of Lahore. This result also indicated that by employing new courses to improve teaching and equipping teachers with professional development programs, moderates the students' learning outcomes.
... Numerical variation exists across geographical location, certainly, but most countries share the commonality of a lack of male primary school teachers (Nguyen 2020;McDowell, Klattenberg, and Lenz 2020;McGrath and van Bergen 2017). Primary school teaching is strongly associated with a nurturing role, and with providing pastoral and physical care to young children (Bullough 2015). Rarely are these seen as masculine traits. ...
... Namely, researchers explore the case at in depth, because it facilitates an understanding of the identified issue (Baxter & Jack, 2008). It typically involves testing established points about the issue or refinement of a theory (Baxter & Jack, 2008;Bullough, 2015). In the context of this study, we aimed to generate in-depth understanding of personal growth and to advance the understanding of underlying mechanisms related to CITs' personal growth. ...
This instrumental case study, using 14 counselors-in-training (CITs), explored personal growth in the context of experiential growth groups (EGGs). Findings illuminated CITs’ multifaceted growth within three categories of intrapersonal growth, interpersonal growth, and group cohesiveness. The study further unfolded mechanisms related to how personal growth occurs within EGGs.
... This was against the claim of Winter et al. (2001) that current psychological research on leadership suggests that men and women exhibit different leadership styles. This was further supported by Bullough (2015) claim that classroom management of male teachers is different from that of female teachers. Rahimi and Asadollahi (2012) also believed that gender doesn't have any relationship with classroom management. ...
This study investigated the influence of teachers' classroom management on pupils' motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers' developed instruments titled 'Teachers' Classroom Management Style Observation Scale (TCMOS) and Pupils' Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F(1,248) = 121.155, p < 0.05) and their academic achievement (F(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.
... Stereotip gender juga berkontribusi besar dalam hal ini, wanita dianggap sebagai pengasuh alami (Martino & Rezai-Rashti, 2010), dan pendidik utama dan pertama bagi anak-anak (Sevier & Ashcraft, 2009;Nelson & Shikwambi, 2010). Asumsi bahwa profesi guru PAUD khusus untuk perempuan menjadi faktor utama laki-laki untuk menghindari profesi ini (Bullough Jr, 2015). ...
The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.
... This paper presents an instrumental case study (Stake, 1995) of the implementation of a new case-based learning environment in the teacher preparation program context. An instrumental case study approach uses a particular case to gain insight into an issue and/or test established points of view about these issues (Bullough Jr., 2015). According to Stake (1995), such case studies are utilized when there is a "research question, a puzzlement, a need for general understanding," (p. ...
... For example, when a case illuminates the experiences of a mentoring team, it can contribute to illustrate potential viability of team mentoring (Wasburn, 2007). Or a case of two teachers, where their teaching gave insights on instructional patterns (Bullough Jr., 2015). Instrumental case studies are sometimes used to test a theory or a hypothesis in practice (Rule & John, 2015). ...
... There is evidence that female ECEC educators can become advocates for male educators Timmerman & Schreuder, 2008), and that these actions result in male educators feeling supported and enjoying their work (Bullough, 2015;Thorpe et al., 2018). ...
Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.
... This was against the claim of Winter et al. (2001) that current psychological research on leadership suggests that men and women exhibit different leadership styles. This was further supported by Bullough (2015) claim that classroom management of male teachers is different from that of female teachers. Rahimi and Asadollahi (2012) also believed that gender doesn't have any relationship with classroom management. ...
This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F(1,248) = 121.155, p < 0.05) and their academic achievement (F(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.
... It is compulsory for teachers to prepare lesson plans before going into the classroom to deliver their lessons (Syed Kamaruzaman, 2018;Zaidatol Akmaliah & Habibah, 2000). The completed lesson plans also require approval from supervisors or administrators (Aslina Saad, Chung, & Dawson, 2014;Bullough, 2015). Nevertheless, based on the data from the early survey presented in Figure 1, it is shown that 45.7% of English teachers in the survey failed to prepare lesson plans before conducting lessons, 17.3% never prepared lesson plans, and 28.2% of teachers seldom prepared English lesson plans before teaching session. ...
Lesson planning is a complex daily routine which causes a significant affliction on English teachers since it requires detailed dissection on pedagogical aspects as well as teaching contents. The intricacy of English lesson plans also leads to the extension of time in preparing them. Moreover, the tedious process of outlining high-quality lesson plans also inflicts a huge burden on teachers such that there are many English teachers who struggle to prepare efficient lesson plans. Hence, E-TECH LP has been developed as an alternative system to assist English teachers in formulating excellent lesson plans in a short span of time. A case study was designed to evaluate the effect of E-TECH LP system on English lesson planning, specifically in terms of quality and time. The findings have shown that less time was required in the preparation process of English lesson plans when E-TECH LP was utilised. Based on the evaluation of the schools’ administrators, it was also discovered that E-TECH LP played a substantial role in the production of good lesson plans.
... After few minutes of the scientific lesson, this should be stopped to restore the process of understanding [20], [21]. Human competence is defined as competition in which two or more people participate, where generally the winner will be only one or a few participants and others do not win [8], [22]. Some of us have excellent experiences with students' competition, while others think it is not pleasant [23], [24]. ...
Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.
... After few minutes of the scientific lesson, this should be stopped to restore the process of understanding [20], [21]. Human competence is defined as competition in which two or more people participate, where generally the winner will be only one or a few participants and others do not win [8], [22]. Some of us have excellent experiences with students' competition, while others think it is not pleasant [23], [24]. ...
Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.
... Sport provided the environment where men could teach younger children, boys in particular, a range of life skills and strategies for managing anger and building resilience. Certainly, the theme of male role models is a consistent one in both this research and the literature more broadly (Bullough, 2015;McGrath & Sinclair, 2013;Sargent, 2000). ...
This paper reports on the experiences of male primary school teachers in regional Australia. Drawing on 53 open-ended survey responses and interviews undertaken with five male teachers in Tasmania, the paper analyses their perspectives of their work and roles, and the additional labour of ‘career identity work’ through sport. For the men in this study, these additional roles find their antecedents in particular constructions of hegemonic masculinity where, on the one hand, they are expected to be ‘tough disciplinarians’ and, on the other, assumed to be ‘soft’ or ‘sinister’ for wanting to work with young children. Sport provided a safe context through which to manage such perceptions of their professional identity. Our study of teacher identities has wider significance for educators and policy makers to assist them understand and address the problem of low levels of recruitment and retention of male primary school teachers in Australia.
... O professor e o seu labor são muito importantes para a educação e sua saúde é um aspecto que pode colocar sua eficiência em risco (CRUZ; MATOS; DINIZ, 2016). Os alunos necessitam de docentes, que sejam zelosos, acolhedores e bons profissionais, pois este aspecto é fundamental para seu desenvolvimento (BULLOUGH, 2015). Entretanto, o sistema de ensino exige muito em termos emocionais, o que pode explicar o esgotamento dos docentes (TUXFORD; BRADLEY, 2014). ...
p class="resumo">A jornada de trabalho extenuante e os problemas sociais experimentados pelos docentes em instituições educacionais podem torná-los vulneráveis à síndrome de Burnout . Este estudo objetivou avaliar a síndrome de Burnout em docentes universitários de instituições privadas. Foi aplicado a 141 professores um questionário referente a variáveis sociodemográficas e atividade docente, e a Escala de Caracterização do Burnout . Os resultados foram descritos aplicando-se o teste Qui-quadrado para se verificar a associação entre o grau das dimensões “Exaustão Emocional”, “Desumanização” e “Decepção”. Para testar o efeito das dimensões sobre as variáveis empregou-se o teste de Kruskal-Wallis, seguido do teste post-hoc de Dunn. A maioria dos docentes foi do sexo feminino, com idade abaixo de 40 anos e horistas. O tempo de atividade docente influenciou no aparecimento das dimensões exaustão, desumanização e decepção. Conclui-se que os índices apresentados pelos docentes nas dimensões sinalizam um processo de Burnout em curso.
Palavras-chave : Burnout . Trabalho docente. Stress ocupacional. Qualidade de vida no trabalho.
BURNOUT SYNDROME IN UNIVERSITY TEACHERS OF PRIVATE INSTITUTIONS
ABSTRACT: The fatiguing workday and the social problems experienced by teachers in Brazilian educational institutions can make them vulnerable to Burnout syndrome. This study aimed to evaluate the Burnout Syndrome in university teachers of private institutions in the northwest and west-central state of Paraná. It was applied to 141 teachers a questionnaire regarding sociodemographic variables and teaching activities. Also used the Burnout Characterization Scale. Data were described using frequency tables, using the chi-square test to verify the association between the degree of the dimensions "Emotional Exhaustion", "Dehumanization" and "Deception". To test the effect of the dimensions of the variables we used the Kruskal-Wallis test, followed by post-hoc Dunn test and a confidence level of 95% (α = 0.05). The majority of teachers were female, aged below 40 years and hourly. The teaching activity of time influence the onset of dimensions Exhaustion, Dehumanization and Deception. It can be concluded that teachers have indexes as the dimensions, signaling an ongoing Burnout process.
Keywords: Burnout. Health promotion. Teaching work. Occupational stress. Quality of work life.
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... Cases are typically selected because they represent a phenomenon of interest in what Stake (1995) termed instrumental case studies. For example, Bullough (2015) examined differences and similarities between male and female Head Start teachers by selecting a male/female team in a classroom. The focus of the case was not on teachers themselves but on understanding gender differences and similarities, hence the instrumental case study approach. ...
http://journals.sagepub.com/doi/full/10.1177/0002764218772641
Case study has a tradition of collecting multiple forms of data—qualitative and quantitative—to gain a more complete understanding of the case. Case study integrates well with mixed methods, which seeks a more complete understanding through the integration of qualitative and quantitative research. We identify and characterize “mixed methods–case study designs” as mixed methods studies with a nested case study and “case study–mixed methods designs” as case studies with nested mixed methods. Based on a review of published research integrating mixed methods and case study designs, we describe key methodological features and discuss four exemplar interdisciplinary studies.
... Teamwork is essential because it allows to establish confidence and the concept of belonging, promoting the quality of teaching in the long term (Heystek & Terhoven, 2014). Students need teachers who worry, that are attentive, which invest in the profession and are competent, becoming important in their development (Bullough, 2015). ...
The professional context of teachers has evolved, focusing more on its relational abilities and leadership, because they allow a closeness with the students aiming the success. This article consists on data obtained through the thematic analysis of two focus groups and an open question. The software used in the treatment was the Nvivo 10. In the focus groups participated 12 teachers of various disciplines, teaching in middle/high schools in the Lisbon region (Portugal). They had a mean age of 49.3 and a standard deviation of 8.0. In the open question 132 teachers answered, with a mean age of 47.1 and a standard deviation of 8.0. The main conclusions have to do with the mutual influence between the aspects of the relationship and leadership in the school context, allowing the creation of an explanatory model. The leadership style influences the teacher/student relationship in the classroom, particularly in the pedagogical relationship.
... Bullough researched the differences and similarities between male and female teachers in early years' classrooms (Bullough, 2015). The research found that while there were significant similarities, there were also differences that could be attributed to gender, particularly in relation to the way interactions were made and maintained. ...
... Moreover, the possibility of being assigned to rural areas poses an obstacle for female teaching candidates due to "the likely reluctance of husbands or male partners to move". Arguments are also made for greater male teacher involvement in early childhood education classrooms based on the assumption that male teachers may bring something unique to classroom teaching (Bullough 2015). ...
In Turkey as well as in other countries, choosing an occupation is a lifelong process. Motivations and perceptions of students are of great importance when they choose an occupation that they think is best for them. This paper investigated the motivations for choosing teaching as a career and the perceptions of the teaching profession among 315 first year undergraduate students of a state university in Istanbul. It employed a non-experimental survey research design involving quantitative and qualitative approach. Two open-ended questions were used to obtain authentic and spontaneously expressed responses: (a) What is your primary motivation for choosing teaching as a career? (b) What is the first phrase(s) (in terms of a proverb, a quotation, a saying or a cliche) about teachers and/or teaching that come to your mind? Results revealed that their main motivations of the freshmen students were having a worthwhile job/career; a stable salary; helping children and touching their lives; and personal satisfaction and improvement. Moreover, the respondents tended to perceive teaching as a profession that is ideal for women, comfortable, sacred, and relatively low-paid.
Global trends show that men dominate physics-related jobs. However, there is a unique phenomenon, especially in Indonesia in the physics teacher education program where there are more female students than male students. This study aims to determine the TPACK of female pre-service physics teachers consisting of 15 pre-service teachers taking microteaching courses and making their online learning videos. The videos were used as a data collection tool. A microteaching observation sheet was used to analyze data obtained from observations with two raters. The observation sheet consisted of 6 aspects which were content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) with four indicators for each aspect and the maximum score per aspect is four. The overall TPACK score was obtained by calculating the average of all aspects. Although the overall result of female pre-service physics teachers is 2.1 which is sufficient, technological-related aspects need more concern. The results showed that female pre-service physics teachers lack technological pedagogical knowledge (TPK). On the contrary, they have high pedagogical knowledge (PK). Teacher education programs should provide opportunities for female pre-service teachers to develop their TPACK. Online microteaching can be the key to helping female pre-service physics teachers to integrate technology into their learning. Keywords: microteaching, technological pedagogical and content knowledge (TPACK)
Men are traditionally portrayed as being successful in sports, and male teachers in physical activities are portrayed as successful teachers. How do female teachers perceive the gender role of kindergarten teachers in early childhood physical activities? Using hegemonic masculinity theory as an analytical tool, semi-structured interviews with female public kindergarten teachers from four cities in Zhejiang Province, China were conducted. The study found that although most Chinese female teachers had traditional gender stereotypes about the role of physical activity teachers in kindergartens, these gender stereotypes were not firmly established. As the questions were contextualized and deepened, thinking about the deeper elements of early childhood physical activity was activated. They did not seem to believe that women were incapable of leading young children in physical activities, nor did they believe that women were not important in ideal early childhood physical activities. By deconstructing the male-only nature of ‘hegemonic masculinity’, they reconstructed the masculinity that children need in early childhood physical activities and constructed a more equal concept of teachers’ gender in early childhood physical activities.
One of the most pervasive trends in the global airport industry in recent times has been the adoption of green renewable technologies. Many airports around the world have now installed photovoltaic (PV) solar systems as a key environmental measure. One of the critical areas of energy management at an airport is the provision of power and cooling at the gate, which is used during the aircraft turnaround process. Historically, the aircraft auxiliary power unit (APU) was the primary power source during the aircraft turnaround process. In recent times, airports have transitioned to the use of fixed electrical ground power (FEGP) and preconditioned air to mitigate the emissions from use of aircraft auxiliary power unit (APUs). Based on an instrumental case study research approach, this study has examined how Moi International Airport in Kenya has mitigated the airport's carbon footprint by using a green, renewable energy system. The study's qualitative data was examined by document analysis. The case study revealed that Moi International Airport has installed a photovoltaic (PV) solar system with a 500kW capacity that is used to primarily provide solar power at the airport's apron area. The photovoltaic (PV) solar system has delivered Moi International Airport with an important environmental related benefit as it has enabled the airport to reduce it carbon footprint, as the photovoltaic (PV) solar system has reduced the airport's carbon dioxide (CO2) emissions by an estimated 1,300 tonnes per annum.
In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions. Keywords: Covid-19, virtual education, higher education, Ecuador, education platform, virtual education, Ecuador
Male teachers are a minority in both primary teacher training courses and in primary schools around the world. Education research has identified numerous gender-related challenges faced by male primary teachers during their initial teacher training and later when teaching in schools. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men cope with them and persist in the profession. This paper aims to help address this gap through an investigation of the challenges pre-service male primary teachers face during their teacher training and identifying practical coping strategies. Findings revealed that the most difficult challenges faced by participants were those concerning physical contact and social isolation. Participants appeared to use a range of functional and dysfunctional coping strategies to deal with these challenges.
For this study, Swedish upper secondary schoolteacher students were interviewed about their experiences and perceptions of teacher work in light of the traditional gendered division of labor in teaching. While female teaching has been signified by caring work, male teaching has been signified by distant teacher-pupil relations and the use of bodily resources to discipline pupils. In this study, both genders expressed feeling comforted when teacher practice corresponded to the traditional gendered division of labor and experiencing unease when it did not. Women expressed shortcomings in their ability to perform authoritative work because of their lack of male bodily resources. This subordination has been understood as symbolic violence, processed by a gendered habitus that structures women to prefer a special type of teacher work. Despite a small female majority in the profession and in teacher education, male domination still permeates the professional properties of the upper secondary schoolteacher work.
The purpose of this study is to look at the steps of implementing empathy learning models that can build multicultural schools with insight. The method of research this is literature review with techniques to collect the data from a variety of sources written in the form of books, journals, articles science or literature review. The results of the research it is in the form of design models and the stages of implementation of the model of learning empathy that do teachers and outside the classroom in the form of an attitude accept differences in background behind the social culture of a person. Measurement of learning outcomes of empathy learning models is measured by authentic assessment in the form of observing attitudes and the process of interacting in groups, case studies, performance and portfolio.
Attitudes about male caregivers in child daycare were explored in two studies. In Study 1 participants (N = 301) read a written vignette asking them to imagine themselves as parents who are choosing a daycare centre for their infant. Using a 2 × 2 between-subjects design, the sex of the caregiver and that of the child were randomly manipulated in the vignette. Participants were then asked about whether and why they’d choose the centre for their infant. Study 2 involved semi-structured interviews with daycare centre professionals (N = 10) about their attitudes regarding male caregivers. The interviews were analyzed qualitatively for emerging 5*themes. Results from the two sets of data converge to suggest that a negative social bias is widely perceived to be a barrier to the inclusion of men in daycare work. At the same time, empirical evidence directly demonstrating such (explicit or implicit) bias remains elusive.
One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016-2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.
Resumo. Pesquisas realizada no CEM Castelo Branco, aponta que a qualidade do Ensino está diretamente relacionada com o abandono escolar e que as práticas de ensino adotadas em sala de aula podem influenciar na evasão escolar. Pensando nisso, a proposta deste estudo é analisar como a Coordenação vê e espera que sejam as ações metodológicas dos seus educadores bem como avaliar a realidade das práticas de ensino, abordando aquelas consideradas exitosas. O questionamento foi realizado com a coordenadora e com três professores de uma Unidade Escolar. Embora a Escola se baseie na teoria do Construtivismo e do Ensino Tradicional, os resultados indicam que as metodologias empregadas pelos professores não diferem muito umas das outras, em sua maioria, limitado ao uso do pincel e do quadro. Embora, sem experimentação e com pouca contextualização, há presença de algumas práticas consideradas exitosas. Esta última tem contribuindo deforma significativa para o processo de ensino/aprendizagem. Palavras Chave. Metodologias. Evasão. Professores
The authors propose an interpersonal social-cognitive theory of the self and personality, the relational self, in which knowledge about the self is linked with knowledge about significant others, and each linkage embodies a self-other relationship. Mental representations of significant others are activated and used in interpersonal encounters in the social-cognitive phenomenon of transference (S. M. Andersen & N. S. Glassman, 1996), and this evokes the relational self. Variability in relational selves depends on interpersonal contextual cues, whereas stability derives from the chronic accessibility of significant-other representations. Relational selves function in if-then terms (W. Mischel & Y. Shoda, 1995), in which ifs are situations triggering transference, and thens are relational selves. An individual's repertoire of relational selves is a source of interpersonal patterns involving affect, motivation, self-evaluation, and self-regulation.
Introducing findings from the 2004 Survey of Health, Ageing, and Retirement in Europe (SHARE), this research complements the large number of recent U.S. studies on the role of grandparents in caring for their grandchildren. For 10 continental European countries, the authors investigate cross-national variations in grandparent-provided child care as well as differences in characteristics of the providers and recipients of care. Although they find strong involvement of grandparents in their grandchildren's care across all countries, they also identify significant variations in the prevalence and intensity of care along the geographic lines of different child care and (maternal or female) employment regimes in Europe. Rooted in long-standing family cultures, the observed patterns suggest a complex interaction between welfare state—provided services and intergenerational family support in shaping the work—family nexus for younger parents. The authors conclude with a brief discussion of possible consequences of grandmothers' increasing labor force participation for child care arrangements.
The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues relating to economic development, urbanisation, the position of women in society, cultural definitions of masculinity and the value of children and childcare. There have been expressions of concern by the media, by government ministers, and others, in a number of countries about the level of feminisation of the teaching profession. This paper focuses on this important issue. It reviews current research and critically analyses international patterns of gender variations in the teaching profession and considers why they occur. It gives particular consideration to a number of key questions that have arisen in debates on feminisation: Do boys need male teachers in order to achieve better? Do boys need male teachers as role models? Are female teachers less competent than male teachers? Does feminisation result in a reduction in the professional status of teaching?
A review of research on fathering and research on men employed in work with young children in centers and in elementary schools emphasises the importance of positive male engagement with young children for their optimal development. Research also reveals the complexity of studying these relationships and the barriers in families and in society that impede the implementation of positive interactions. Suggestions are given for increasing positive male participation in the home and in educational settings.
The number of men in teaching has always been small, particularly in early childhood, but those that do come into teaching usually do so for the same reasons as women, namely enjoyment of working with children, of wanting to teach and wanting to make a difference to children’s lives. However, in two separate studies, the authors have shown that on beginning teacher training in 1998, and at the point of leaving the profession in 2005, men and women tend to emphasise different concerns. This article will explore those differences and seek possible explanations for how men’s views of teaching might be changing over time.
Since many decades, scholars in the field of early childhood education deplore the gender segregation in the caring professions. Research and experiments so far show that it may take decades of multiple actions to overcome the gender divide in the caring workforce. However, research that includes the voices of men in child care is rather recent, scarce and involves only very small samples of male carers. Therefore little is known about the students’ perspectives on how the gendered culture of the profession is transmitted through overt or covert curricula and how this may affect them. We present three studies that may begin to unveil how future male carers are affected by both overt and covert gendered curricula. The first study interviewed 30 students in initial training, while the second study involved 16 men in adult education for caring professions. The third study examined 1635 pages of textbooks. The studies show how both overt and covert curricula affect younger students more than their adult colleagues. The results also indicate some ways forward.
In choosing to become early years teachers, men are positioned in a context which is numerically dominated by women. Male early years teachers may feel they experience difficulties, being induced into a predominantly female culture. The present study intended to examine whether Greek male early childhood educators experience difficulties. More precisely it has a twofold aim: on the one hand to explore Greek male early childhood educators' perceptions of their chosen profession; on the other to explore how different social groups encountered the entry of those males into that profession. Concurrent with previous international research results, the present study suggests that there are males who love working with young children and are committed to early childhood education and thus, as in other countries, in Greece too male childcare workers experience difficulties and mistrust of their choice.
Machismo is an important concept describing men's behavior in Mexican culture, yet it is not welldefined. Most conceptions of machismo focus on a restricted, negative view of hypermasculinity. The authors posit that a fuller conception consists of 2 parts: traditional machismo and caballerismo, which is a focus on emotional connectedness. The authors developed a scale to measure these dimensions and found support for these 2 independent factors in 2 separate studies of Mexican American men. Traditional Machismo was related to aggression and antisocial behavior, greater levels of alexithymia, and more wishful thinking as a coping mechanism. Caballerismo was positively associated with affiliation, ethnic identity, and problem-solving coping. Traditional Machismo was also associated with less education, whereas there were no differences across education level on Caballerismo scores. These results support the more complete, two-dimensional representation of machismo. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aims of this study were to investigate the social constructionist proposition that masculinity varies according to social context and the relationship, in men, between masculinity ideology and alexithymia. Women tended to endorse a less traditional view of masculinity than did men, and European Americans tended to endorse a less traditional view of masculinity than did African Americans, with Hispanics from the Caribbean and the United States in the middle. A relationship between masculinity ideology and alexithymia in men was established, and, even after controlling for demographic variables, masculinity ideology accounted for unique variance in alexithymia in men.
The notion that teachers’ classroom behaviour and interaction with pupils may be predicted on the basis of their gender underpins recent controversial campaigns to recruit more male teachers in the UK. Teachers’ performances of gender are explored in this article, which draws on three cases from a larger study to analyse the ways in which teachers ascribed male produced their gendered subjectivities in the classroom and in interviews. Findings highlight the extent of diversity in male teachers’ practice and in their constructions of gendered subjecthood, hence providing evidence to question assumptions that male teachers teach, or relate to pupils, in particular ways due to their identification as male. The analysis emphasizes the fluidity and complexity of gender, including the (novel) identification of ‘male femininity’ in male teacher performances. Yet while supportive of the argument that gender is not necessarily tied to sexed bodies, the paper illustrates how embodiment can constrain or facilitate access to, and exercise of, particular gendered discourses, with consequences for power positions. It also highlights how these processes can result in the consolidation of particularly powerful subjectivities, somewhat testing Foucauldian perceptions of power as ‘never localized’. Hence the paper presents a challenge both to education policy makers and to theorists of gender and power.
In this paper I draw on ethnographic observation data taken from a school-based study of two groups of 12-13 year old pupils identified as high achieving and popular to explore how relations between teachers and pupils are mediated and constituted through the spectre of neoliberal values and sensibilities. Specifically, I demonstrate how certain high-achieving male and female pupils respond to and negotiate competing challenges summoned through the classroom – pushes to be competitive, autonomous and achieve academically, and pulls to court the acceptance of others and become or remain popular. This highlights the pervasive role of neoliberal governance on the construction of (preferred) learner identities and orientations to learning. At the same time, it draws attention to the instability and unpredictability of its appropriation in the context of intersecting dynamics of gender, friendship and popularity. I conclude the paper by considering how neoliberal styles, rhetoric and cultural forms impact on ideas of social justice and possibilities for a ‘critical’ or ‘transformative’ pedagogy in education, namely one that conceives the curriculum and pedagogical practices as responses to the positive contribution of learners.
Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182 men) and 1493 students (685 boys). Teachers completed a slightly adapted version of the Student-Teacher Relationship Scale. The results indicated limited measurement non-invariance in teacher reports. Female teachers reported better (i.e., more close, less conflictual, and less dependent) relationships with students than male teachers. In addition, both male and female teachers reported more conflictual relationships with boys than with girls, and female teachers also reported less close relationships with boys than with girls. The findings challenge society's presumption that male teachers have better relationships with boys than women teachers.
There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.
Frequent calls for more male teachers are being made in English-speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) 'feminized' and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re-masculinize schools so they become more 'boy-friendly' and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models.
Different manifestations of aggression from childhood to early adulthood are reviewed to establish how early manifestations are related to later manifestations. Similarities and differences in manifestations of aggression between the two genders are noted. Developmental sequences and pathways from minor aggression to violence are highlighted. Long-term escalation is contrasted with short-term escalation at older ages. Although studies have emphasized high stability of aggression over time, data show that a substantial proportion of aggressive youth desist over time. Temperamental, emotional, and cognitive aspects of aggression are reviewed, either as precursors or co-occurring conditions to aggression. Selected processes in the realms of the family, peers, and neighborhoods are highlighted that are known to be associated with juvenile aggression. Cumulative, long-term causes are contrasted with short-term causes, and causes associated with desistance in aggression are reviewed.
This article draws on new social-scientific research on masculinity to develop a framework for understanding gender issues in the education of boys. Gender is constructed within institutional and cultural contexts that produce multiple forms of masculinity. Normally one form is hegemonic over others. Schools are active players in the formation of masculinities. Schools' overall gender regimes typically reinforce gender dichotomy, though some practices reduce gender difference. Masculinizing practices are concentrated at certain sites: curriculum divisions, discipline systems, and sports. Pupils are also active in constructing masculinities. Pupil cultures commonly emphasize heterosexual relationships and construct gender hierarchies. Boys take up the offer of gender privilege in diverse ways, ranging from protest masculinity to anti-sexism. The goals of educational work with boys include pursuing knowledge, improving relationships, and pursuing justice. Programs may be either gender-specific or gender-relevant. Experiential methods have been most common, but are vulnerable to disruption; other methods are being explored. The main groups who shape the process of change - the pupils, their parents, their teachers, and social movements - have divided interests. Yet their interaction, plus pressure from the wider world, is likely to produce growing educational attention to issues about boys and masculinity.
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.
Using a focus group approach, this study explored emergent issues for men in early childhood education. Preservice teachers, classroom teachers, and male professors identified 6 categories of issues including low salaries, family, and other influences on entering the field, teaching beyond the basics, improving preservice education, recruitment of males, and advantages and disadvantages of males in the field. Implications of the study focus on ways to create gender-fair classrooms.
The call for more male primary-school teachers has long been associated with the educational needs of boys, the importance of positive male role models in schools and the disproportionate number of male and female primary-school teachers internationally. However, little is known about whether or not parents and students actually want more male primary-school teachers and if they do, the reasons they have for wanting more. This paper addresses the under-representation of parents' and students' views by drawing from a study of the perspectives of 97 parents and 184 sixth-grade students from Sydney, Australia. Surveys and semi-structured focus group interviews with boys and girls, and their mothers and fathers revealed an overall perceived social need for more male primary-school teachers. In particular, the paper indicates that male primary-school teachers are considered important for boys; a view consistent with some extant research literature that does not include the views of parents or students. The paper further indicates that parents and students see male primary-school teachers as being beneficial to girls; a matter rarely discussed in any research literature irrespective of the stakeholder group studied.
A history of framing the teaching of young children as a matter of ‘natural’ female aptitude has led a number of researchers and educators to oversimplify men's experiences as a foil or antidote to the ills of schooling. In this qualitative study of men, women, and ‘feminisation’ in early education and care environments, interview data (N = 4) are discursively analysed to provide a more nuanced understanding of how male and female careworkers construct and orient themselves in relation to masculinity and maleness.
Reporting on a study of mature women training to work in childcare, this article demonstrates how some women choose to be part-time mothers, workers and students, wanting ‘the best of both worlds’. It presents a theory of integrated lives that contrasts with customary deficit models and shows how a series of reciprocal links bind the women's different roles together, introducing an adaptation of Coser's theory of greedy institutions to demonstrate how this is an inherently stable position. Whilst the theory can stand alone, it is usefully recast as a localised example of a capability set as it frames the co-realisable choices open to the women. Making further links with Amartya Sen's capability approach, it is suggested that we should encourage governmental interventions that enable individual choice and support those women who want to integrate their lives alongside those who seek parity in the public sphere.
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform.
In recent years, there has been increasing academic debate concerning both the need for more male primary schoolteachers and the reasons for their minority status, numerically. Yet there has been relatively little heard from the men themselves. In this study the author used focus group discussions to investigate the views and experiences of practising male primary schoolteachers towards primary school teaching as a career. The focus questions included: the aspects which attracted them to primary school teaching; experiences which preceded their entry to teacher education; and the reaction to their choice from family and friends. The study concluded that a complex barrier of attitudes and actions would need to be addressed if the minority status of male teachers is to change.
This article presents a narrative account of one man's experiences during his decade of employment as an early childhood worker. This account is juxtaposed with reflections from feminist and pro-feminist critical perspectives on the reactions, incidents and events he encountered. Tensions between risks and rewards, perceptions of power and powerlessness, and personal and political contexts are explored. These tensions highlight the pervasiveness of hegemonic conceptions of masculinity, and how they constrain gender reform.
In the Netherlands, moral panic about boys’ education and behavioural problems has led to public concern about the almost exclusively female environment in which young boys in daycare find themselves. Female daycare workers are attacked for creating a feminized culture in daycare centres. In this article we explore the extent to which these media stereotypes about female workers in daycare coincide with their own ideas and experiences of their work. In 2004 we conducted a (preliminary) study involving more than 80 childcare students in an intermediate vocational training programme in Social Pedagogic Work to qualify them to work in daycare centres in the Netherlands. The results of the study do not support the binary stereotypical representation of women’s professional and personal characteristics as an adequate picture of these trainees’ opinions of their work in early childhood care.
Despite increasing male participation in recent years in many traditional “female” professions, early childhood education continues to be widely regarded as women's work. Male early childhood educators, therefore, are highly conspicuous and subject to considerable suspicion (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction of gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). Consequently, they must carefully negotiate their “otherness” (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York Teacher's College Press)). This article draws on data from in-depth interviews and informal conversations to describe the gender positioning strategies adopted by an Australian preschool teacher-director as he undertakes the challenge. It also provides insights into his positioning by others. The concluding discussion focuses on possible implications of a greater male presence in early childhood education for the sector's potential to contribute to gender reform. En dépit de la participation mâle croissante ces dernières années à beaucoup de professions traditionnellement 'femelle', la première éducation d'enfance continue à être largement considérée comme le ravail des femmes. Les premiers éducateurs d'enfance de mâle sont sujets, donc, fortement remarquables et au soupçon considérable (Murray, S.B. (1996) 'We all love Charles': men in child care and the social construction gender. Gender & Educational Studies, 45, pp. 276-292; Skelton, C. (1991) A study of the career perspectives of male teachers of young children. Gender and Education, 6, pp. 87-93). En conséquence, ils doivent soigneusement négocier leur 'otherness' (King, J.R. (1998) Uncommon Caring: Learning from men who teach young children. (New York, Teacher's College Press)). Cet article dessine sur des données des entrevues détaillées et des conversations sans cérémonie pour décrire le genre plaçant des stratégies adoptées par un professeur/directeur préscolaire Australien pendant qu'il entreprend ce défi. Il fournit également des perspicacités dans le sien qui place par d'autres. La discussion de conclusion se concentre sur des implications possibles d'une plus grande présence mâle dans la première éducation d'enfance pour que le potentiel du secteur contribue à la réforme de genre.
This book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods. Robert E. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.
In this article, the authors explore ways to welcome and support men who attend teacher education programs or who teach in early childhood programs or elementary schools. Some university education departments and early childhood education facilities unintentionally perpetuate cultural conditions that dissuade men from entering or remaining in their programs or the field. Many also unwittingly ignore the significant differences between men and women in higher education. Adjusting to gender differences requires faculty and staff to respond to men while neither perpetuating stereotypes nor limiting how men interact with children, such as not allowing men to change infants' diapers. It also requires awareness of the overlap of gender with class, race, sexual orientation, and other identities. Although challenging, there have been successes. Women have thrived in traditionally male programs when modifications were made to the program culture. Women now make up more than half of students graduating from medical and law schools in the United States. From their years of experience, the authors believe percentages of men graduating from early and elementary education universities and programs can increase with comparable culturally relevant modification for men in education. The authors present five strategies that are key in welcoming men to a university education program. These modifications are sometimes referred to as "wraparound services," because they require additional resources "wrapped around" the existing academic program. Most schools or early education programs can readily adapt and implement these services.
Contrasts the naturalistic research paradigm with the scientific model, noting that the naturalistic paradigm assumes multiple reality, subject-object interrelatedness, and contextuality. Skills required for the pursuit of naturalistic inquiry are described. (JEG)
In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role models. The study concludes that educational policy attempting to address male teacher shortage would benefit from engaging with both analytic frameworks and empirical research that is capable of unravelling the politics of representation and intersectionality as they relate to addressing questions of male teacher shortage in elementary schools.
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year‐olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind.
Recent gender theorising has been enlivened by post‐structuralist accounts of gender as ‘disembodied’; the reading of gender performances as distinct from sexed bodies. However, there has been little application of such theoretical positions to empirical analysis in gender and education. This article employs two such positions – that of ‘female masculinity and male femininity’, and that of ‘gender monoglossia and heteroglossia’ – to data raised from a research project on high‐achieving pupils. It is argued that although cases of female masculinity and male femininity are identified, such labels can usefully be applied to only a very small number of pupils, and even here there are profound problems in the conceptual application. The concept of gender heteroglossia appeared applicable to a far larger number of pupils. It is argued that this latter concept offers a less rigid application, that can incorporate analysis both of continuing patterns of gender inequality (as reflective of gender monoglossia), and of individual, gender‐transgressive (heteroglossic) performances.
The history of kiwi men’s participation in paid early childcare and teaching work has not been documented to date. But what can be learned from the New Zealand experience may be helpful internationally in the movement towards greater male representation in early years work. This paper provides a brief recent history only, highlighting issues that may be specific to New Zealand’s cultural and political context as well as those likely to be generic to men’s experiences within any Western country.
Many current debates in Australia regarding the policy, politics and practicalities of child care provision are embedded in dominant discourses of maternalism. This paper places these debates within some historical contexts, emphasising the long history of these debates and the enduring centrality of maternalism – where the most revered of roles and relationships a woman can have is that of mother and one-on-one carer for her young child. In this paper I discuss some of the historical points at which maternalism came to dominate early childhood education and care. I consider Froebel, and the women who spread his word, nation building and the rise of psychology, making links between these and current debates in Australia.
The authors propose an interpersonal social-cognitive theory of the self and personality, the relational self, in which knowledge about the self is linked with knowledge about significant others, and each linkage embodies a self-other relationship. Mental representations of significant others are activated and used in interpersonal encounters in the social-cognitive phenomenon of transference (S. M. Andersen & N. S. Glassman, 1996), and this evokes the relational self. Variability in relational selves depends on interpersonal contextual cues, whereas stability derives from the chronic accessibility of significant-other representations. Relational selves function in if-then terms (W. Mischel & Y. Shoda, 1995), in which ifs are situations triggering transference, and thens are relational selves. An individual's repertoire of relational selves is a source of interpersonal patterns involving affect, motivation, self-evaluation, and self-regulation.
Grandparents are increasingly involved in the care of young children, but little is known about factors associated with this type of care, or its implications for children's behavioural development.
We used information collected from 8752 families in the Avon Longitudinal Study of Parents and Children (ALSPAC) on grandparent involvement when the study children were aged 8, 15 and 24 months; potential maternal and family predictors of grandparent care; and behavioural outcomes at age 4 years.
Forty-four percent of children were regularly cared for by grandparents at each age. Throughout the sample, key correlates of grandparent care were maternal age and education. In families without access to paid help with childcare, the child's ordinal position, maternal employment, the mother's recall of parenting by her own mother and the reasons for choosing the type of childcare were also associated with variations in grandparent care. Grandparent care was associated with some elevated rates of hyperactivity and peer difficulties at age 4, but these were largely attributable to variations in the types of families using grandparent care.
The popular belief that the extended family is no longer an important part of British life is not borne out by this study. Grandparents played a significant role in the care of their young grandchildren. The modest behavioural sequelae of extensive grandparental care differ from those reported for group-based day care.
The relational self: an interpersonal social-cognitive theory Toward a fuller conception of machismo: development of a machismo and caballerismo scale Gender will find a way: exploring how male elementary teachers make sense of their experiences and responsibilities
- S M Andersen
- S Chen
- G M Arciniega
- T C Anderson
- Tovar-Blank
- T J G Tracey
- C Ashcraft
- B Sevier
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Head Start and the intensification of teaching in early childhood education Role models, school improvement and the 'gender gap' e do men bring out the best in boys and women the best in girls?
- R V Bullough
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- K M Hall-Kenyon
- E E Marshall
Bullough, R. V., Jr., Hall-Kenyon, K. M., & Marshall, E. E. (2014). Head Start and the intensification of teaching in early childhood education. Teaching & Teacher Education, 37(1), 136e141. Carrington, B., Tymms, P., & Merrell, C. (2008). Role models, school improvement and the 'gender gap' e do men bring out the best in boys and women the best in girls? British Educational Research Journal, 34(3), 315e327.
The creative curriculum for preschool
- C Heroman
- D T Dodge
- K Berke
- T Bickart
- L Colker
- C Jones
Heroman, C., Dodge, D. T., Berke, K., Bickart, T., Colker, L., Jones, C., et al. (2010). The creative curriculum for preschool (5th ed.). Washington, DC: Teaching Strategies, Inc.
Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate A cross-national com-parison of aggressors, victims and defenders in preschools in England, Spain and Italy
- M Mills
- W Martino
- B Lingard
Mills, M., Martino, W., & Lingard, B. (2004). Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate. British Journal of Sociology of Education, 25(3), 355e369. Monks, C. P., Palermiti, A., Ortega, R., & Costabile, A. (2011). A cross-national com-parison of aggressors, victims and defenders in preschools in England, Spain and Italy. The Spanish Journal of Psychology, 14(1), 133e144.
Classroom assessment scoring system
- R C Pianta
- K M Laparo
- B K Hamre
Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system. Baltimore, MD: Paul H. Brookes Publishing.
Grandparents caring for grandchildren
- Hank