Where have male teachers gone?

Dr Vaughan Cruickshank of the University of Tasmania examines the research on the declining number of male teachers in Australian schools.

Primary schools are dynamic environments where teachers are expected to take on multiple roles, often simultaneously, to help promote high quality learning and meet the various needs of their students. These expectations create numerous challenges and workload demands for all teachers, even before the recent expectation to move classes online with minimal time or training. While teaching is a challenging profession for all teachers, male primary teachers may face additional challenges specific to their gender and minority status.

Australian primary schools have a high proportion of female teachers, with the percentage of male primary school teachers decreasing from 30.24% in 1983 to 18.04% in 2018 (Australian Bureau of Statistics, 2019). These numbers include all male teachers in primary school (for example, health and physical education specialist, principal), so the percentage teaching in classrooms is even lower. Recent research (McGrath & Van Bergen, 2017) has noted that if this trend continues, male primary teachers will become extinct by 2054 in government schools and 2067 in non government schools, where the decline is slightly less rapid. Concerned stakeholders such as parents and school leaders have cited a variety of reasons why more men are required in primary schools, such as a perceived ability to act as positive male role models and father figures (for example, Pollitt & Oldfield, 2017) and make school classrooms more representative of their local communities (for example, de Salis, Rowley, Stokell & Brundrett, 2018).

Education authorities (for example, Education Queensland, 2002) have responded to these concerns with recruitment-focused initiatives, such as scholarships and quota systems. However, McGrath and Van Bergen (2017) noted that there are currently no workforce diversity policies focused on slowing the sharp decline in male teachers. Even though the Australian government has committed to ensuring that the teaching workforce broadly reflects both the student population and Australian community, McGrath and Van Bergen (2017) noted that diversity policies predominantly aim to increase the representation of Aboriginal and Torres Strait Islander people, racial and religious minority groups, people under the age of 25, people with a disability, and women in leadership positions. They also noted that there may be a social stigma in advocating for more male teachers when women still face adversity in many other fields, and this may lead to policymakers assuming that declining male representation in schools is less important than diversity issues in these other professions. While debates surrounding policy and the need for more men in primary schools will continue, my PhD research (Cruickshank, 2016) focused on helping retain those men already in the profession.

Men often leave teaching because of the gender-related challenges they face. While challenges such as negative societal perceptions of men who choose to work with children, and dissatisfaction with the status and salaries of the teaching profession can affect some men, I found that other challenges were more difficult. I surveyed and interviewed experienced male teachers working in non government primary schools in Tasmania and found the biggest challenges these men faced were uncertainty about physical contact with students, an increased workload due to expectations to take on ‘masculine’ roles, and social isolation caused by difficulties in developing positive professional relationships with colleagues. If male primary teachers have more effective coping strategies, they might be able to better deal with these challenges, and consequently stay in the profession. Participants in my research detailed numerous coping strategies and supports that enabled them to deal with these challenges and persist with teaching.

Physical contact

Young children regularly look to their teachers for affection, acceptance and warmth (Cruickshank, 2019b), however, numerous studies (eg, Burn and Pratt-Adams, 2015; Gosse, 2011) have observed male primary teachers who did not feel comfortable with this aspect of their role. These and other studies have noted men feel actions such as hugging an upset or injured child are acceptable for their female colleagues but are uncertain if this extends to them.

Many of my participants described how they dealt with their fear and uncertainty about physical contact by employing a strict no-contact policy for their own self-protection. They used humour and playing sport with students at break times to build relationships with their students in ways that did not involve the physical contact strategies that their female colleagues used. Other strategies they described included setting up their classrooms to minimise incidental physical contact, keeping colleagues and school leaders informed, never being one-on-one with students, and moving to a public location to talk with students. Asking for permission before making appropriate contact (eg, assessing an injury) and utilising low risk contact (eg, high fives) were also mentioned by some men. Other men indicated they were happy to give an upset child a hug. However, they were fearful of other people perceiving the contact as inappropriate and making a career-ending accusation. Those men who were prepared to make the same physical contact as their female colleagues were generally older, more experienced and had worked in their schools for many years. This had allowed them to develop trust and rapport within their school community.

‘Masculine’ roles

The substantial intensification of workload in recent decades has affected all teachers, however, additional non-teaching roles are often socially constructed based on gender (Cruickshank, Pedersen, Cooley & Hill, 2019). Previous research (eg, Moss-Racusin & Johnson 2016) has suggested that female teachers can be expected to lead subjects such as arts and humanities and teach younger grades where a much more nurturing approach is required. In contrast, other research (such as Burn & Pratt-Adams, 2015) indicates men are often expected to perform roles such as behaviour management, manual labour, sports coaching, and being responsible for subjects such as science and ICT. This research has also noted that male primary school teachers report higher workloads than their female colleagues because of the smaller number of men with whom to share work.

Participants in my research reported they were expected to perform these roles and seemed to have accepted this as a part of their job. Men primarily employed strategies such as arriving early at school and recycling lessons from previous years to use their time more effectively, and cope when additional behaviour issues arose. They also sought help from other men working at the school, such as the groundsman to help with manual labour. Many said strong support from their principal was a vital component of their ability to cope with this challenge, particularly through ensuring equal allocation of non teaching roles and responsibilities, and consistent behaviour messaging to reduce issues caused through inconsistency.

While teaching is a challenging profession for all teachers, male primary teachers may face additional challenges specific to their gender and minority status.

Social isolation

Male primary teachers can often find themselves in schools where their colleagues are predominantly female, with their only male colleagues being the groundsman and possibly the principal (Burn & Pratt-Adams 2015). This minority status can leave male primary teachers feeling socially isolated within their schools. This isolation can also be increased by the existence of perceived differences between male and female teachers (Cruickshank, 2019a), highlighted by gendered role allocations and calls for more men in teaching, which are often motivated by a belief that men can offer something different to their female colleagues.

Participants in my research said they generally got on well with their female colleagues, but often felt socially isolated because they did not have many colleagues, particularly male ones, with common interests. This isolation was particularly evident in the staff room at break times. Men coped with this challenge by using strategies such as interacting with other male staff, being proactive in identifying common interests for conversation topics with all colleagues, developing positive professional relationships with trusted female colleagues they could rely on for support, and pursuing out-of-school hobbies such as clubs and sport where they could interact with more men and “balance” their female-dominated work environment. Men also described self-isolating behaviours such as reading the paper and going back to their office to do work.

Several themes emerged as participants described their strategies for dealing with these gender-related challenges. These included the influence of traditional constructions of how men should and shouldn’t act, schools perpetuating these societal constructions, and the importance of having strong support from colleagues and school leaders. These factors all need to be considered if more men are to be retained in teaching.

References

Australian Bureau of Statistics. (2019). Schools Australia series. Canberra, Australia.

Burn, E., & Pratt-Adams, S. (2015). Men teaching children 3-11: Dismantling gender barriers. London, United Kingdom: Bloomsbury.

Cruickshank, V. (2016). The challenges faced by male primary teachers (Doctoral Thesis). Launceston: University of Tasmania.

Cruickshank, V. (2019a). How do Australian male primary teachers cope with social isolation in their schools? Education 3-13: International Journal of Primary, Elementary and Early Years Education. doi.org/10.1080/03004279.2019.1645191.

Cruickshank, V. (2019b). Male primary teachers’ fear and uncertainty surrounding physical contact. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 47(2), 247-257.

Cruickshank, V., Pedersen, S., Cooley., P., & Hill, A. (2019). How do male primary teachers negotiate expectations to perform gendered roles in their schools? The Australian Educational Researcher, 47, 307-322.

De Salis, C., Rowley, A., Stokell, K., & Brundrett, M. (2018). Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education.dx.doi.org/10.1080/03004279.2018.1498997.

Education Queensland. (2002). Male teachers’ strategy: Strategic plan for the attraction, recruitment and retention of male teachers in Queensland state schools 2002-2005. Brisbane, Queensland Government.

Gosse, D. (2011). Race, sexual orientation, culture and male teacher role models: Will any teacher do as long as they are good? The Journal of Men’s Studies, 19(2), 116-137.

McGrath, K., & Van Bergen, P. (2017). Are Male Teachers Headed for Extinction? The 50-Year Decline of Male Teachers in Australia. Economics of Education Review, 60, 159–167.

Moss Racusin, C., & Johnson, E. (2016). Backlash against male elementary educators. Journal of Applied Social Psychology, 46(7), 379-393.

Pollitt, K., & Oldfield, J. (2017). Overcoming the odds: Exploring barriers and motivations for male trainee primary teachers. Teaching and Teacher Education, 62(1), 30-36.

Dr Vaughan Cruickshank is the Program Director, Health and Physical Education; Mathematics and Science, School of Education, University of Tasmania.