Gender imbalance in kindergarten classroom teaching in agona west municipality a focus on male teachers

Abstract

The study explored the gender imbalance in early childhood education, focusing on the experiences of male teachers in kindergarten classrooms within the Agona West Municipality. It sought to understand the factors contributing to the gender imbalance, the impact on educational experiences and outcomes, and strategies for promoting the recruitment and retention of male teachers. Qualitative research approach, supplemented by a case study design was used to delve into the intricate nature of the gender imbalance in kindergarten classrooms. Rigorous semi-structured interviews with fifteen head teachers selected from seventy-two basic schools with KGs were methodically conducted, all of whom were carefully selected using purposive sampling techniques. Following data gathering, a thematic analysis using coding was carried out to distil the findings and encourage scholarly discussions. The study found that societal and cultural perceptions, along with the devaluation of the profession for men, play a significant role in discouraging male participation. Again, the study found that Male teachers face stigmatization, isolation, and professional skepticism, which deter their entry into kindergarten early childhood centres. The study therefore recommended the launching of comprehensive campaigns to change societal perceptions about gender roles in caregiving and nurturing professions, targeting various stakeholders to challenge stereotypes and highlight the importance of male teachers.