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MALE TEACHERS IN A KINDERGARTEN IN THE PERCEPTION OF
PARENTS IN CRACOW, POLAND
P. Koperna
Pedagogical University of Cracow (POLAND)
Abstract
Feminization of teaching profession is a well-known fact all over the world, included Poland. In Polish
preschool and early childhood education there are only 1 % of male teachers. Those who have
decided to be a teacher in kindergartens or primary schools have to face opinions, feelings and not
rarely negative stereotypes about their gender in teaching profession at the start. People often are
afraid of male teachers who take care of very young children (aged 3 – 6), although indicate that
presence of men in education is beneficial for children development in each areas. In this context
parents perception of male teachers is important as they are one of essential educational subjects,
beside children and teachers.
Author of the article presents the results of a pilot study about parents’ perception of men taking care
and teaching in kindergartens in Cracow, Poland. A comparison of two group of parents: with and
without an experience of male teacher in kindergarten and a discussion about the possible differences
in their opinions and feelings about men in young children education are shown in the paper.
A good practice of male teacher employed in one of kindergartens in Cracow, Poland and benefits for
quality of function and work of this kindergarten that result of presence of male teacher are also
described.
Keywords: preschool teachers, male teachers, gender stereotypes, kindergarten, parents' experiences
in education, good practice in education
1 INTRODUCTION
Raising children has been an activity associated with a field where traditionally women are dominant
figures. The youngest have been surrounded by them from the beginning of their lives – first by
mothers and later by female teacher in almost every level of education. Feminization of teaching
profession is a well – known problem all over the world, including Poland. There are different sources,
which indicate percentage of males in educational staff in kindergartens in Poland. Authors of “Report
on the state of education” [1] indicate that in 2013 there were 1% of men in kindergartens and in 2016
- as reported by OECD [2] men were 2,2% of teachers working in the pre-primary education
(ISCED2011 level 0 programme 2) in Poland. As there are very few information about the scarcity of
males in early childhood education, this situation seems to be behind the main concern of Polish
government. Pedagogical researchers, though, focus rather on female teachers or teachers in general,
without division into gender [3][4][5]. It can be a new area of researches in Poland, as there are men in
early childhood education, who manage to be good specialist in a field where they are in a definite
minority. Findings in this area can results in solutions connected with encourage more male
practitioners to counterbalance a largely feminized workforce.
Men are rather rarely taken into account on early childhood education. It seems to result from the fact
that stereotypically in social awareness, care and teaching profession is not for males [6]. What is
more, men can be “perceived to be seen to be highly conspicuous and may be subjected to
considerable suspicion” [6]. They can also be assumed to be pedophiles or homosexuals, when they
choose to work with young children [7].
Therefore it is interesting to find out what is the perception of male teachers within those who give their
children to kindergartens and want them to be well taught and looked after – parents. Behind children
and teachers, they are one of essential educational subjects and their feelings, opinions and views
about this issue can be important in the discussion about gender imbalance within the staff in early
childhood education.
2 METHODOLOGY
A small – scale project of a pilot research was undertaken to find out how parents of pre-school
children perceive men working as teachers in kindergartens. The aim of the research was also to learn
what are the respondents’ feelings, impressions and opinions about male teachers in pre-school
education. An author’s pilot questionnaire with ten questions was constructed. It contained questions
connected with some groups of issues: 1) the need of the employing of male teachers in kindergartens
and the parents’ willingness for men taking care of children 2) character traits of a man working as a
teacher in kindergarten, 3) tasks and responsibilities which a male teacher does or should do and
which does not / should not do. There were questions about parents’ feelings in a situation when a
male teacher takes care about a pre-school child and related to responding to statements about male
teachers as well.
The sample group consisted of parents of children aged 3 – 6, attending to local government
kindergartens in Cracow, Poland. According to a question: “Is/was a man a teacher of Your child in a
kindergarten?”, the group was divided in two smaller groups – the first one, consisted of parents who
have an experience of male teacher in kindergarten (N = 19) and the second one – with parents
without such experience (N = 23). A convenience sampling was chosen and in the research
participated 42 parents, 35 women and 7 men. A research was undertaken in November, 2018.
The data from the two groups mentioned above were analyzed in comparison and some
differences were found out. The group of parents who have not experienced a male teacher is marked
as “Group no 1” and the group of those who have had such experience – as “Group no 2”. For clarity,
many results are presented in tables, according to the groups of issues cited above.
3 RESULTS
3.1 The need of men representation in pre-school education
As the results show, both groups of surveyed parents express the need of employment men as
teachers. Moreover, it is more high lightened by the representatives of the group without the
experience of contact with a male teacher – 82,6 % of parents in this group stressed that in
kindergartens more men should be employed as teachers, whereas within the second group (with an
experience of men in kindergarten) this opinion is shared by 63,2 % of parents. Representatives of
both group also very strongly emphasize that men are needed in education of children aged 3 – 6.
There were 82,6% of people from the group no 1 and 84,2% of representatives from the group no 2
who claim it. All of the investigated parents tend to be eager that their children are taught by male
teachers – 65,2% of them from the group no 1 and 84,2% from the group no 2. It is interesting that
results of the responds “I think more men should be employed in kindergarten” and “I wish my child
was taught by male teacher” are upside-down in two compared groups. Perhaps it is connected with
more precaution and prudence within the group without the experience of male in kindergarten.
Table 1. The need of men representation in pre-school education
“I think more men should be
employed in kindergarten”
“I wish my child was taught by male
teacher”
Group no 1 82,6% 65,2%
Group no 2 63,2% 84,2%
Parents emphasize the need of employment men as teachers and justify their opinion by high
agreement with the statements: “a man shapes a positive adult pattern in pre-school children” (96,2%
of responds within Group no 1 and 68,5% - within Group no 2) and “a man working in kindergarten
teaches children to break gender stereotypes” (95,7% - Group no 1 and 94,8% - Group no 2).
3.2 Feelings about male teachers taking care of children in kindergartens
Respondents were also asked about their feelings in the situation when they give (or could give) their
child to the group in kindergarten where there is a male teacher. Their responds are illustrated by
Chart 1.
Chart 1. Feelings about giving a child to a group with a male teacher
It can be noticed that in Group no 2 parents feel much more comfortable, calm and cheerful in the
situation when a man takes care about children in the classroom in a kindergarten. It seems to be not
a surprise and confirm the statement that parents who have not experiences with contacts with male
teachers are more prudent, anxious, hesitant and perhaps full of doubts in the situation which is not
well – known for them and rather rarely occurs.
3.3 Characteristic of a male teacher in kindergarten in two surveyed groups
Parents could also choose character traits which – in their opinions – define a male teacher in
kindergarten. There are many similarities between the two groups, but some differences also were
found. The most important character traits, divided into two groups, are shown in Chart 2. It can be
seen that, in general, those parents who know a male teacher are more likely to choose more features
that can describe the male teacher and evaluate him rather in a positive way. It is worth-seeing that no
one – neither in Group no 1, nor in Group no 2 - chose traits connected with aggression or rivalry.
Chart 2. Character traits of a male teacher in the perception of parents
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Some features which may confirm gender male stereotype were chosen. Many parents pointed
features like for example “active” (65,2% in Group no 1 and 84,2% in Group no 2), “creative” (60,9%
and 100%), “effective” (39,1% and 57,9%), “firm” (43,5% and 68,4%), “consistent” (43,5% and 63,2%),
“decided” (56,5% and 68,4%), “energetic” (47,8% and 57,9%) or “rational” (30,4% and 47,4%) and
“calm” (56,5% and 73,7%), which can be linked to associations on the subject of a man who is open to
the world, active and concentrated on work (e.g. also “involved in work” – 78,3% and 89,5%). For
parents who thought about a male teacher in kindergarten, however, very important were also those
traits which are stereotypically connected with women. Those traits characterize people who are
focused on the others, the relationships and the world of emotions – and in a traditional, stereotypical
frames they are assigned to women. Amongst them were: “patient” (73,9% in Group no 1 and 89,5% in
Group no 2), “gentle” (43,5% and 47,4%), “sensitive” (34,8% and 42,1), “protective” (“nurturing”)
(60,9% and 57,9%) and “communicative” (56,5% and 89,5%). Therefore it can be noticed that in the
parents’ perception – regardless of whether they had contact with the male teacher or not – a
presence of men in pre-school education can broke gender stereotypes which claim that teaching and
caring small children is not a profession for males.
Moreover, what is worth emphasizing, the most important features for parents in both groups that
characterize male teachers in kindergarten are: their “fond of children” (91,3% and 94,7%), “sense of
humour” (73,9% and 89,5%), “cheerful” (69,6% and 94,7%) and having a good substantive preparation
in the field of education and developing young children (43,5% and 57,9% of parents chose “well –
educated” as an important feature). The emphasis of necessity of good educated specialists in
kindergarten, independently from gender here, is similar to opinions of male practitioners who were
investigated by Mistry and Sood [6] and who considered all teachers as professionals which was much
more important than their gender. The respondents in Mistry and Sood’s study indicated also that
significant is good knowledge and understanding of early childhood education and knowledge about
how children develop and learn and gender should not be an issue. Interestingly, those traits like being
well educated or having a good sense of humour are rather neutral.
What is worth focusing on, it seems that two parents’ indications are important, as there were high
differences in the two groups. For 73,7% of parents with experiences a male teacher, men employed
in kindergarten are trustworthy, whereas 47,8% of parents without such experiences indicated that
feature. Also “versatile” was chosen more eager be parents from Group no 2 (52,6%) than form Group
no 1 (13%). It may confirm that people can eager to trust somebody who they know and are more
careful and hesitant in not well-known and new situations.
3.4 Tasks and responsibilities of a male teacher in kindergarten
In kindergarten teachers should focus on three fields of education of small children: nurturing area,
social and emotional development area connected with behaviour in a society and education area
understood as developing children’s knowledge and skills (e.g. thinking, speech development,
mathematics and language skills, preparation for reading and writing etc.). Some of tasks and
responsibilities are linked with direct physical contact between teachers and children and may
become a source of thinking about different kind of abuse. The most threatening association with kinds
of adults’ behaviour in contact with children is that one which is connected with inappropriate contact
and sexual abuse. In public opinions, which are often created by media, helping with self-service
activities, e.g. with using a toilet or dressing and undressing while preparation to the nap in
kindergarten, according to the daily routine) belong to that group. And also in public opinion men are
those who are more willing to abuse children – the phenomenon of paedophilia is widely discussed.
On the other hand, in kindergarten direct physical contact between teachers and children is necessary,
as children need help with development and increasing their skills and competences, starting from
self-service activities. Moreover they often need physical support like hugs or stroking the head when
they are in trouble or have difficulties with parting with parents during their stay in kindergarten.
Considering the above, parents were asked to indicate, which tasks and responsibilities men in
kindergarten should do and which of them should not. The results are presented below in the Table 2.
Table 2. Tasks and responsibilities that male teachers should do during their contact with children
Statement Group no 1 Group no 2
conducting didactic classes 95,7% 100%
helping with dressing and undressing when it is necessary 78,3% 94,7%
developing emotional and social competences 95,7% 100%
helping with eating meals 95,7% 94,7%
helping with using a toilet 73,9% 100%
The findings show that parents from Group no 1, without experiences with a male teacher, may be
more anxious, hesitant and cautious when it becomes to consider direct physical contact between a
male teacher and their child in quite intimate situations. It also may confirm that they can be guided by
impressions or imaginations which are colloquial and present in public opinion. Parents from Group no
2 have less anxiety and fears. Moreover, they often indicated also that a male teacher should do all of
his responsibilities as an educational representative of kindergarten staff and take the same duties as
a female teacher.
When considering tasks from didactic area and helping with emotional and social development area,
parents’ opinion from both groups are rather corresponding. Most of them claimed that male teachers
focus on increasing cognitive competences (e.g. thinking, mathematical and language competences,
preparation for reading and writing etc.) and social and emotional competences as well. The male
teachers in parents’ opinions are eager to spend time with children on physical activities inside and
outside and organize sport activities, but also are concentrated on providing children with security
during activities and play, helping them with building positive relationships (including solving
interpersonal problems between children) and dealing with emotions. In the parents’ perception, male
teachers can also well cooperate with parents, take care of the aesthetic decor of the room and
prepare for classes in the same level as female teachers.
3.5 Good practice in kindergarten
The pilot research was conducted (among others) in one of Cracow kindergarten, where there is a
male teacher, who has worked there for five years. He had run all of the age groups of children,
including 3-, 4-, 5-, and 6-year old pupils. After five years of his work, many parents claim that they are
satisfied because of his presence in the kindergarten and emphasize that he helped them to break
fears and stereotypical thinking about men taking care and teaching such young children. They seem
to trust him and appreciate his work in the context of versatility, high level of preparation for classes
and good relationships between them and their children as well. Many of them during the researches
indicated that working in kindergartens as a teacher should be independent from gender and more
focused on high qualifications connected with children development and having competences to teach
them many useful skills and improve versatility of the youngest. They also stressed that teachers in
pre-school education, both female and male, should take all their tasks and responsibilities if they
decide to undertake work in this sector.
4 CONCLUSIONS
The gender imbalance within staff in early childhood education in Poland seem to be an imperceptible
issue. There is a gap between the need of employment male teachers and their representation in the
teaching profession, especially in kindergartens, that should be filled. Here an important role of
pedagogical universities or college can be stressed. Representatives of pedagogical sciences can
make special programs connected with awareness people about how important for children and young
people is a various educational community. Moreover, paying attention on gender balance in
recruitment for pedagogical studies should be taken. Encouraging men to undertake teacher studies
may also be considered.
According to the findings of pilot research, parents perceive male teachers rather in a positive way and
concentrate on their positive character traits and competences, not on their gender. Such perception
may lead researchers to take interests into consideration of Sandra L. Bem’s Gender Schema Theory
in the context of male and female teachers in early childhood education. Parents’ opinions described
in this article may outline that the most desirable teacher in kindergarten should be characterized by
many different features and competences traditionally attributed to women or men and use them when
needed. It is connected with androgynous personality, which is beyond male or female stereotypes.
As the situation of male teachers in early childhood education in Poland has been beyond the main
interest, further researches are needed.
REFERENCES
[1] Liczą się nauczyciele. Raport o stanie edukacji 2013, Warszawa: Instytut Badań Edukacyjnych,
2014
[2] https://stats.oecd.org
[3] J. M. Łukasik Doświadczanie życia codziennego. Narracje nauczycielek na przełomie życia,
Kraków: Impuls, 2016.
[4] B. Jakimiuk, Relacje zawodowe i osiągnięcia osobiste jako czynniki satysfakcji z pracy nauczycieli
a ich indywidualne doświadczenia, Lublin: Wydawnictwo KUL, 2017.
[5] J. Madalińska – Michalak, N. G. Pikuła, K. Białożyt K (ed.), Edukacja i praca nauczyciela: ciągłość
– zmiana – konteksty, Kraków: Wydawnictwo „Scriptum”, 2017.
[6] A. Mistry, K. Sood, „Why are there still so few men within Early Years in primary schools: views
from male trainee teachers and male leaders?”, Education 3-13: International Journal of
Primary, Elementary and Early Years Education, 43:2, 115 – 127.
[7] J. Sumsion, “Negotiating Otherness: A Male Early Childhood Educator’s Gender Positioning”,
International Journal of Early Years Education, 8 (2): 129 – 140.