Are male teachers headed for extinction? The 50-year decline of male teachers in Australia

Whilst an international shortage of male teachers has received much research attention, to date, no study has tracked the trajectory of male teachers in any country. Drawing on annual workplace data, we calculated the proportion of male teachers in Australia from 1965 to 2016. We separate the data for Government and non-Government (Independent and Catholic) schools, and for primary and secondary schools. Findings indicate a strong decline in male representation in the Government sector. A similar rate of decline is observed in both primary and secondary schools. Of significance to educators, policy makers, and the public - no current Australian workforce diversity policies aim to redress this decline. This strong decline is not matched in the Catholic sector, however.     

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.     

Primary School Boys' Identity Formation and the Male Role Model: An exploration of sexual identity and gender identity in the UK through attachment theory

This paper questions the concept of feminisation which has been invoked by some commentators to explain the widely reported difficulties with boys. Its focus is upon primary schooling, and the point is made that a literature dominated by the consider ations of adolescence and secondary schooling has underestimated the degree to which younger boys are socialised into the norms of hegemonic masculinity. Attachment behaviour theory is used as the framework for analysis, and a detailed study of a primary school provides evidence for the central contention that peers, rather than teachers, are the main role models for boys. The discussion is therefore critical of the notion that an increased number of male teachers who will act as role models has any serious purchase in tackling the problems of boys' identity formation. The paper identifies a number of weaknesses in the conceptualisation of 'the problem with boys' and points out the degree to which homophobic and sexualised bullying is a largely unrecognised issue in primary schools. The conclusion is that such issues need to be tackled in the light of an understanding of the significance of peer attachments.     

Integrating on-line technology into teaching activities to enhance student and teacher learning in a New Zealand primary school

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes.     

It's just not a real bloke's job: male teachers in the primary school

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.     

北京市中小学教师专业发展:结构与特点研究

基于对北京市5255名教师的问卷调查,本研究考察了中小学教师专业发展的结构与现状特点。结果表明:(1)中小学教师专业发展的五个因素,即专业精神、专业理念、专业能力、专业知识、自主反思与发展意识,能够比较好地解释教师专业发展的心理结构;(2)不同职业生涯发展阶段教师的专业素质表现出逐渐提高的趋势,其中11-15年教龄教师的专业发展水平达到最高。(3)不同教龄、城郊区中小学教师的专业发展表现出差异性。更新与提升郊县农村中小学教师的专业理念与专业能力应是北京市教师教育的关注点。     

中小学教师心理健康现状分析

目的了解中小学教师心理健康状况。方法采用症状自评量表(SCL-90)对424名中小学教师进行调查分析。结果中小学教师的各因子分及阳性项目数均高于常模,其中在人际关系因子上存在显著差异(P<0.05),其余都呈现极显著差异(P<0.001);中小学女教师SCL-90测验分值均高于男教师,在抑郁因子得分和阳性项目数上存在显著差异(P<0.05),在恐怖因子得分上差异较为明显(P<0.01),其余无显著差异(P>0.05〕;边远地区、城市、县镇农村中小学教师的测验分值依次增高,城市和边远地区中小学教师除焦虑、精神病性因子及阳性项目数有显著差异外(P<0.05),其余差异均不显著(P>0.05),县镇农村较城市、边远地区中小学教师的测验分值高出明显,强迫、人际关系、抑郁、精神病性因子差异极其显著(P<0.001),县镇农村和边远地区中小学教师的焦虑、恐怖因子差异也极为显著(P<0.001)。结论中小学教师心理健康整体状况不佳,女性心理健康状况较男性稍差,城乡差别对中小学教师心理健康状况有显著影响。     

Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes

This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextual factors were grouped into four sets: teacher professional background, teacher mathematical knowledge for teaching, teaching contexts, and students’ experiences. Multiple regression analyses were conducted with each set of predictors separately, as well as with all four sets together. The results showed significant relationships between teachers’ mathematical knowledge for teaching and teacher-centered beliefs, motivation in learning mathematics, and anxiety toward learning mathematics. Teacher certification level, the number of college math courses taken, and perceived support from colleagues and administrators were also related to some aspects of teachers’ mathematical beliefs and attitudes. The findings suggest the potential role of teachers’ mathematical knowledge for teaching in improving teachers’ mathematical beliefs and attitudes.     

襄阳地区中小学体育教师职业幸福感现状调查

运用文献资料、问卷调查、专家访谈等方法对襄阳地区中小学体育教师的职业幸福感进行调查,得出结论如下:(1)襄阳地区男性体育教师的职业幸福指数要高于女性体育教师,同时襄阳地区整体体育教师的职业幸福感值偏低;(2)襄阳地区中小学体育教师的职业幸福感随着年龄的增长,具体呈现先下降后上升的状态,总体呈现降低的趋势;(3)襄阳地区中小学体育教师的职业幸福感随着职称的升高而升高;(4)随着学历的增高,襄阳地区中小学体育教师的职业幸福感指数也逐渐增高;(5)随着收入水平的提升,其职业幸福值就越高,在月收入4000元以上时,职业幸福感指数有下降的趋势。     

Inclusion of primary school children with hearing impairments in Zimbabwe

Abstract

The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings.     

Attracting,recruiting and retaining male teachers: policy issues in the male teacher debate

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.     

Male Teachers in Feminised Teaching Areas: Marching to the beat of the men's movement drums?

Calls for more male teachers are prevalent in current gender debates in education. A dominant argument in this debate is that boys are often alienated from school because of a lack of male role models in feminised areas of the school curriculum and in primary schools. Little research has investigated male teachers' accounts of their work within feminised environments. Drawing on data collected in two research studies in music education, this paper focuses on accounts given by male teachers about (a) practices adopted specifically to work with boys and (b) the role of the male music teacher. Analysis of these data suggests that some male teachers working in feminised areas of the school curriculum adopt practices which, rather than challenging dominant constructions of masculinity, sometimes reinforce gender stereotypical behaviours in boys. We argue that calls for increasing the number of male teachers in feminised areas of schooling need also to be informed by open discussion of the underlying assumptions about masculinity which teachers themselves bring to their work.     

安徽省乡村中小学教师心理资本现状及影响因素

为了解安徽省乡村中小学教师心理资本的现状及其影响因素,采用中小学教师心理资本问卷,对1 228名安徽省乡村中小学教师进行测试。结果表明:安徽省乡村中小学教师心理资本处于中上水平;性别、年龄、教龄、学历是影响乡村中小学教师心理资本的个体因素;职务、学校属性是影响乡村中小学教师心理资本的工作因素。因此,有必要重点培养和提升女教师、青年教师、高中教师和高学历教师的心理资本水平,促进乡村教育事业的快速发展。     

中小学教师教学自主性特点的实证研究

选取1222名中小学教师进行问卷调查,探讨其教学自主性的特点。研究发现：（1）教学自主性的教龄和学校类型主效应非常显著,两者之间有非常显著的交互作用。中学与小学教师教学自主性的显著差异主要体现在目的性、自发性和责任性三个维度上,小学教师显著高于中学教师。教师教学自主性各维度上均有显著教龄差异,教龄6—10年小学教师的教学自主性处于低谷期;（2）教学自主性的性别和学历主效应非常显著,两者之间交互作用非常显著。教学自主性各维度均表现为女教师显著高于男教师,本科教师显著高于专科教师;（3）小学教师教学自主性的职称主效应非常显著,而中学教师职称没有显著主效应。     

The role of teachers in sex education and the prevention and control of HIV/AIDS in Nigeria

Research was undertaken to assess the role of primary school teachers with regard to the prevention and control of HIV/AIDS in Nigeria. Structured and semi‐structured questionnaires were responded to by 210 teachers drawn from primary schools in Eastern Nigeria (with pupils aged 6–15 years). These were supplemented by focus group discussions and key informant interviews. The findings show that the teachers have a reasonably high knowledge of the modes of HIV transmission, the behavioural risk factors and modes of prevention. The teachers, however, are reluctant to teach this because of socio‐cultural and religious factors, lack of teacher training in delivery of sex education as well as poor motivation. The motivation and participation of primary school teachers in the prevention of HIV in Nigeria are very low. This calls for serious and urgent policy intervention to remedy the situation and increase the role of primary school teachers in combating the spread of HIV/AIDS in Nigeria.     

More male primary-school teachers? Social benefits for boys and girls

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.     

Variability in Demand for Special Education Teachers: Indicators,Explanations, and Impacts

After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled.     

The effectiveness of teaching science subjects through English medium: A narrative analysis of teacher experiences and perceptions in Sri Lankan secondary schools

This article analyses four narratives told by four teachers teaching science subjects in four different public secondary schools in the district of Gampaha in Sri Lanka. Gampaha is the second most populous district in Sri Lanka, and is known for excellent results in General Certificate of Education (Advanced Level) exams which school leavers sit at the end of the secondary school cycle. The teachers’ narratives focus on the policy and practice of teaching science subjects through English at secondary level, which was reintroduced in a small number of selected government schools in Sri Lanka in 2002. After using the two local languages, Sinhala and Tamil, for nearly half a century, the Sri Lankan education authorities decided to bring back the English medium to the teaching of science subjects at secondary level as a third language option. One of the policymakers’ reasons was an apparent decline in the English-language fluency of students at this level. To implement the new policy, science teachers (who had themselves been taught in Sinhala or Tamil) were asked to teach in English. More than a decade into the English-medium option, the author interviewed four of them. Their testimonies about their experiences in teaching science subjects offer valuable insights into the difficulties experienced by both teachers and students when teaching and learning in a foreign language such as English. The author’s analysis of his respondents’ statements reveals hidden realities which challenge the benefits of reintroducing English as a medium of instruction (MOI) for science subjects. Thus, the lived experiences of the teachers may help to inform language policy in education in Sri Lanka, and perhaps also in other countries.     

Choosing teaching as a career: perspectives of male and female Malaysian student teachers in training

This paper is motivated by concern about the decline in the numbers of males entering the teaching profession in Malaysia. It seeks to explore first year student teachers’ views of teaching as a career choice and to determine the factors that influenced their decision to enter the teaching profession. A total of 425 student teachers completed a questionnaire in which they were asked to rate factors that influenced their decision to become teachers following which a comparison by gender was made. The findings of the study reveal that male and female student teachers have similar motives in selecting teaching as a career. Generally, both groups emphasise altruistic and extrinsic factors. This paper discusses the findings in relation to wider issues concerning gender, and draws conclusions which may be helpful to policy-makers and institutions in the recruitment of students into pre-service teacher training.