Date

11-2009

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Constance Pearson

Primary Subject Area

Education, Administration; Education, Early Childhood; Education, Elementary

Keywords

Discrimination, Elementary, Employment, Feminization, Male, Teacher

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to determine which, if any, specific factors are deterring male teachers from pursuing elementary education. The number of male elementary teachers in America's public school systems had continued to decline, and this survey sought to discover what specific factors had contributed to this. This study surveyed 231 male public school teachers from six different school districts in Tennessee, Georgia, and Missouri. Male participants recorded their viewpoints regarding male elementary teachers while at the same time they provided personal information concerning factors which contributed to their own personal grade level selection. Participants were surveyed to determine if colleges and universities were adequately encouraging male teachers to pursue elementary education. Several factors contributed to the male teachers' preference for and selection of secondary education over elementary education, including subject matter, coaching opportunities, and job opportunities. Two major themes were discovered during the study: the age of students was the number one factor deterring male teachers from considering a career in elementary education, and financial incentives was the number one persuading factor that made men more likely to consider teaching in elementary education.