A study of men teachers of kindergarten and first grade
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Abstract
The purpose of this study was to gain an understanding of men teachers of young children. The study focused on six male public school teachers of grades kindergarten and one. The data were derived from tape recorded, guided interviews lasting on the average of 2 hours, which were subjected to qualitative analysis. The interviews consisted of a series of questions from categories: demographic information, professional training, occupational choice, professional specialty, career satisfaction, societal and personal views. The dimensions analyzed were: 1) career decisionmaking process; 2) the sociological, psychological, personal, political, and economic implications of being a male teacher of young children; and 3) the educators' views about their futures in the profession.
All subjects interviewed shared twelve distinct career/teaching themes. These themes included: the attainment focus, men's interest in teaching, learning how to teach, universal liking of children, negative current conditions, work satisfaction, coping responses, social pressures and discrimination, future enterprising interests, male teacher deviance, the masculinity perspective and the recruitment of others.
While it was found that all male subjects interviewed felt a sense of love and dedication to the profession, inner conflicts caused by work satisfaction, social pressures, and historical barriers were leading them to become increasingly disenchanted with teaching.
The study's results suggested that society's conception of the male early childhood educator should be questioned and that future research should be undertaken.
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Dissertation (Ed.D.)--Boston University
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