Abstract:
The purpose of the study was to explore the issues regarding male teachers’ postings to
kindergarten centres in the Krowor Municipality. Qualitative research approach was
employed in this study. Phenomenological case study design was adopted for the study.
The purposive sampling technique to select thirteen (13) kindergarten teachers in the
Krowor. The instrument used for data collection was semi-structured interview guide.
The data from the interview were analysed thematically. The study revealed that societal
perceptions, including stereotypes associating teaching with femininity, significantly
deter male teachers from accepting KG postings. Also, male teachers reported several
challenges, including professional isolation, a lack of mentorship, and the struggle to
overcome societal biases. The findings indicate that the absence of male teachers can
affect children's social development, limiting their exposure to diverse role models.
Again, the absence of male teachers can affect children's social development,
pparticipants noted that male teachers can positively influence children’s behavior and
attitudes, thus highlighting the importance of gender diversity in early childhood
education. The study therefore, recommend a community awareness campaigns to
challenge stereotypes against male KG teachers, establishment of mentorship
programmes, and the creation of supportive networks or male educators should be
designed by the Ghana Education Service to motivate more male teachers in teaching at
the kindergarten level.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Applied Behavioural Sciences in Education, submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
AUGUST, 2025