001492685 001__ 1492685
001492685 005__ 20240618003156.0
001492685 0247_ $$2doi$$a10.58090/usi.1492685
001492685 037__ $$aIR
001492685 041__ $$aeng
001492685 245__ $$aThe Road Less Traveled: Experiences of Male Primary School Teachers
001492685 269__ $$a2024-05-17
001492685 300__ $$a222
001492685 520__ $$aThis research investigates the social and professional experiences of male primary school teachers, focusing on the barriers and stereotypes they face in an environment where they are underrepresented. Using a qualitative phenomenological case study approach, this research delves into the lived experiences of male primary teachers in Indiana. It explores societal perceptions and expectations that influence recruitment and retention within the primary setting. The study employs Role Congruity Theory, a framework that aids in understanding the alignment or misalignment between societal gender roles and the actual roles of primary teachers, as its theoretical foundation. The research is based on data collected through in-depth interviews with male primary teachers. These interviews reveal the stereotypes that male teachers must navigate and the strategies they employ to establish professional identity and acceptance in their roles. The findings call attention to overcoming societal biases and fostering inclusive school practices. This study shows how male primary teachers contribute to the primary settings, challenging traditional gender roles and enriching the learning environments. This research recommends initiatives for school leaders and policymakers to enhance male teachers' recruitment and supportive structures in primary settings. The research emphasizes the importance of addressing these key areas to promote a more equitable representation in primary teaching, which is crucial for mirroring societal diversity. This research contributes to educational leadership by providing insights that can help dismantle gender-based barriers and promote more inclusive environments for teacher recruitment and retention for males in the primary setting.
001492685 6531_ $$amale primary teacher
001492685 7001_ $$aMedcalf, Mathew$$uUniversity of Southern Indiana
001492685 8564_ $$9b7079ce0-706f-4ae7-a76f-4c372aefabf2$$s2051472$$uhttps://library.usi.edu/record/1492685/files/The%20Road%20Less%20Traveled-Experiences%20of%20Male%20Primary%20School%20Teachers.pdf
001492685 909CO $$ooai:library.usi.edu:1492685$$pGLOBAL_SET
001492685 980__ $$aDISSERTATION