Introduction

-17^th April 2018.

The purpose of this blog is to investigate why there are low numbers of male teachers in Early Childhood Education (ECE). From my own personal experiences as a training teacher I have only come across two men that I have meet within the ECE industry. Consequently, I have experienced first-hand the lack of male role models.

Traditionally education has been a female dominated profession and the statistics for the ECE sector proves it. It is incredibly disappointing to see the latest figures in 2015 for male teachers come out at a lousy 2% of teachers. I think a vital part in these low statistics is the perception of teaching and care in ECE being ‘woman’s work’.  Historically within the Western world woman were considered the home keepers and were responsible for the education and care of their children. This was the role of women and these expectations travelled for future generations to come. Nevertheless, times have changed and now fathers have a more active role within the family unit. Men are now present in their children’s lives and this is becoming reflective throughout the education system. However, ECE seems to be the last sector to increase male’s presence.  

I believe recruitment is another important reason on why there is limited men in ECE.  The appeal to work in ECE has its challenges. I believe that the relatively low pay rate in the private sector contributes to the low interest in becoming a teacher. Men tend to be the main earner in a traditional family working 40 hours plus a week while the female in the family raises children and works part time. This creates a need for fathers to have a higher paying job to make ends meet. I think bringing up the average pay rate in ECE will directly increase the number of male teachers.

Furthermore, I believe that children deserve positive role models from both genders in ECE. Men have a lot to offer as well as females do, and children aren’t getting a balanced worldview because of lack of male perspective. The need for male presence in ECE has never been so heightened with the increasing number of children who have little contact or no father in their lives.

I am very passionate about breaking down gender specific stereotypes in ECE, not only because I am minority, but I believe children deserve a more realistic worldview from both genders. The public perspective in men in ECE can often have negative connotations thus impacts on men becoming teachers. I am very interested to do more research into this subject as an upcoming male teacher which will first hand increase my knowledge of the influences surrounding the shortage of fellow male teachers.

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