A phenomenological study of parents' perceptions of the roles of male teachers in early grades

Research indicates male teachers' involvement in young children's education is beneficial, yet the number of male teachers in early childhood is at its lowest in 40 years. Relatively little is known about the treatment by parents is a part of the reason for these low numbers. This phenomenological study examined the attitudes parents whose children were taught by male early childhood teachers by analyzing their lived experiences, perceptions, and reactions to men teaching in the early grades. The theoretical framework for this study was Bandura's social learning theory. Data included a series of interviews conducted with six parents; all from a large suburban school district located in the southeastern region of the U.S. Data were analyzed using open and axial coding to determine nine emergent themes. Results indicated that parents perceived the presence of male early childhood teachers to be positive influences on the social, behavioral, and academic development of very young children. The findings further revealed that parents believed men are needed in early childhood instruction to promote balance, ensure positive learning outcomes, dismantle negative stereotypes, and serve as role models to the very young. Finally, they indicated that parents of young children are supportive of having male teachers in early childhood classrooms. This study contributes to positive change by providing information to educational planners and teacher preparation organizations that can help them attract and retain more male early childhood teachers.