International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Male teachers in the early grade centres: views of the public in the Northern part of Ghana

Author(s) Dr. Thomas Nyaabila Abugre, Ms. Gertrude Essuman, Prof. Michael Subbey
Country Ghana
Abstract The workforce in early grade centres is predominantly female, with women significantly outnumbering men in this field. Globally, there are efforts to enhance male participation in early grade teaching to bridge the gender gap. However, a stigma persists regarding men working with young children. This study investigates the views of the public about male teachers in early grade centres across Northern Ghana. Utilizing an interpretative qualitative research design, 60 participants (30 parents and 30 teachers) across the various regions of Northern Ghana were engaged by the researcher to understand their views about male teachers in early grade educational centres. A semi-structured interview format facilitated one-on-one discussions, with data analyzed through content analysis. Results indicated that sociocultural misconceptions contribute to the attrition of male teachers in early grade education. Factors such as stigmatization, suspicion, and bias reinforce gender stereotypes against men in these roles, leading to a strong preference for female educators. Nevertheless, a minority of participants acknowledged the importance of male teachers for achieving gender balance and serving as role modeling. The findings highlight the urgent need for increased awareness regarding the significant role of male teachers in fostering both the academic and social development of children in early education, along with efforts to boost the presence of male teachers in this sector.
Keywords Gender Stereotypes, Gender Disparities, Male Teachers, Early grade education, Early grade centres, Basic School, Teaching
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-06
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.49810
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E-ISSN 2582-2160
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