How Do Male Primary Teachers Cope with the Fear and Uncertainty They Experience in Relation to Physical Contact?

Autor/inn/en	Cruickshank, Vaughan; Kerby, Martin; Baguley, Margaret
Titel	How Do Male Primary Teachers Cope with the Fear and Uncertainty They Experience in Relation to Physical Contact?
Quelle	In: Education 3-13, 50 (2022) 7, S.979-992 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruickshank, Vaughan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1929378
Schlagwörter	Elementary School Teachers; Males; Coping; Fear; Foreign Countries; Teacher Surveys; Teacher Attitudes; Nonverbal Communication; Gender Issues; Stereotypes; Teacher Student Relationship; Teacher Behavior; Humor; School Support; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Bewältigung; Furcht; Ausland; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Geschlechterfrage; Klischee; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Humoristische Darstellung; Schulförderverein; Australien
Abstract	Young children often look to their teachers for affection and acceptance, particularly if they are injured or upset. Yet, many male primary teachers experience substantial fear and uncertainty about making physical contact with their students. This study used 53 open ended survey responses and semi-structured interviews with five experienced male primary teachers in Tasmania, Australia to investigate the coping strategies and supports these men use to deal with this challenge. Findings revealed a variety of coping strategies and supports, and that the fear and uncertainty surrounding physical contact and false accusations needs to be reduced if more male primary teachers are to feel confident interacting with their students in the same ways their female colleagues do. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01