Towards a Measure of Gender-Related Challenges Faced by Male Primary Teachers

Autor/inn/en	Cruickshank, Vaughan; Pedersen, Scott; Cooley, P. Dean; Hill, Allen
Titel	Towards a Measure of Gender-Related Challenges Faced by Male Primary Teachers
Quelle	In: Australian Journal of Education, 62 (2018) 1, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944117751440
Schlagwörter	Elementary School Teachers; Males; Gender Bias; Barriers; Test Construction; Test Validity; Foreign Countries; Teacher Characteristics; Test Reliability; Social Isolation; Role Models; Teaching Experience; Principals; Parents; Teacher Responsibility; Family Influence; Teacher Salaries; Teaching Conditions; Peer Influence; Professional Isolation; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Geschlechterstereotyp; Testaufbau; Testvalidität; Ausland; Testreliabilität; Soziale Isolation; Identifikationsfigur; Principal; Schulleiter; Eltern; Lehrverpflichtung; Lehrerbesoldung; Lehrervergütung; Lehrbedingungen; Unterrichtsbedingungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Debate about teacher gender balance in primary education is a constant. This debate is fuelled by recommendations to increase recruitment and retainment of males into primary education. In parallel, 10-year trend data indicate a continual decrease in male primary school teachers. Although many factors contribute to the decreasing percentage of male primary teachers, one factor is the gender-related challenges they face in their profession. Previous research has identified some of these challenges; however, a limitation of these claims is contextual and individually bound data derived from qualitative research methods. Large-scale interventions have not been realised as current trends are unable to be generalised to the wider population of male primary teachers. Thus, the aim of this paper is to expand upon previous literature through discussing the development and validation of a scale which quantifies the gender-related challenges faced by male primary teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01