Should Male Primary School Teachers be There Principally as Role Models for Boys?

Faulstich-Wieland, Hannelore

doi:10.13189/ujer.2013.010205

Cited by 11 publications

(5 citation statements)

References 27 publications

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“…Motivations to teach are generally universal, with some slight differences. Responses also differ depending on which group of people are being surveyed: secondary school students who have yet to make their career decision, undergraduates who have made their subject choice at university, pre‐service teachers who are training to teach, but may or may not want to teach, and teachers who have made firm decisions (e.g., Faulstich‐Wieland, 2013). Studies of language or STEM subject teachers also highlight slightly different responses from studies of the general teaching population.…”

Section: Discussionmentioning

confidence: 99%

Who becomes a teacher and why?

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Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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Section: Discussionmentioning

confidence: 99%

Who becomes a teacher and why?

See

Munthe

Roß

et al. 2022

Review of Education

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“…In other words, male teachers as positive role models not only influence achievement and boys but also improve certain negative behaviours and perceptions of boys and girls. Male primary school teachers are credited with assisting boys in 'improving their school behaviour and reaffirming their gender identity' (Faulstich-Wieland, 2013). And in fact, it is widely expected among most of parents and schools that male teachers can play a role of model, and even like a father (Wood & Brownhill, 2018;Cushman, 2005).…”

Section: The Advantages Of Having More Male Teachers In Primary Schoo...mentioning

confidence: 99%

Should the Presence of Male Teachers in Classroom Be Increased?

2023

JARE

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The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.

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“…Our study is underpinned by a theoretical framework that considers gender role-modelling by school leaders (and teachers) and whether it affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years (e.g. Carrington and Skelton, 2003; Faulstich-Wieland, 2013; Martino 2009; McDowell and Klattenberg, 2019; Olsson and Martiny, 2018). Since Chairman Xi came to power a decade ago, he has exulted school leaders as role models and patriots and reinforced the morality of distinct gendered roles in Chinese society (Xi, 2017).…”

Section: Why Should We Care About Gender Equality In Chinese Schools?mentioning

confidence: 99%

Gender equality and educational leadership in Chinese schools

Cunningham

Hill

Wei

2022

Power and Education

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In this article, we explore more than 100 Chinese school leaders’ views about gender, equality and the historical and social contexts of Chinese education that they have experienced. China’s success in international student assessment programmes is rising, and Chinese females are continuing a steady trend of outdoing their male counterparts at all levels of schooling. So importance grows for the world to better understand Chinese education and the influential roles leaders, especially women leaders, hold in that sector. Our research is underpinned by a theoretical framework that considers whether gender role-modelling by school leaders affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years. We present data that reveal most of our participants believe they are leading schools in China where gender equality is being role modelled and has been achieved. We discuss and theorise about a form of ‘gender equality with Chinese characteristics’ which seems to value a rigid gender binary with different, gendered expectations for adults. Finally, we consider whether Chinese school leaders may be reinforcing rather than changing gender inequality, even with the best intentions that they do not.

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Should Male Primary School Teachers be There Principally as Role Models for Boys?

Cited by 11 publications

References 27 publications

Who becomes a teacher and why?

Who becomes a teacher and why?

Should the Presence of Male Teachers in Classroom Be Increased?

Gender equality and educational leadership in Chinese schools

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