Recruitment and Retention of Male Educators in Preschools: Implications for Teacher Education Policy and Practices

Autor/inn/en	Okeke, Chinedu Ifedi; Nyanhoto, Enock
Titel	Recruitment and Retention of Male Educators in Preschools: Implications for Teacher Education Policy and Practices
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1910 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Okeke, Chinedu Ifedi) ORCID (Nyanhoto, Enock)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preschool Teachers; Males; Teacher Recruitment; Teacher Persistence; Cultural Influences; Sex Role; Social Bias; Gender Bias; Fear; Professional Recognition; Educational Policy; Foreign Countries; Teacher Education Programs; South Africa + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Lehrerrekrutierung; Cultural influence; Kultureinfluss; Geschlechterrolle; Geschlechterstereotyp; Furcht; Politics of education; Bildungspolitik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01