Journey of Male Educators with Young Learners: Inputs to Teacher Education Management

This study explored the experiences of male teachers of kindergarten in the public school, province of Tarlac, Philippines. Using qualitative approach, it attempted to recognize male involvement in the field of early childhood education as a journey toward gender equality and setting value on male nurturing behavior. Initially, it determined their motivations toward early childhood education career and the teaching profession. If teachers are motivated, they would have the desire to work for the all-round development of learners and can-do justice to their professional obligations. Consequently, it highlighted on four important areas of experiences specifically on classroom management, teaching strategies, colleagues’ relationship, and parental involvement. The participants tried to break the stigma or male stereotypes by providing young learners with the sense of warmth and emotional security. They also believed that the task of laying the first foundation of learning is a source of fulfilment, and it is seen as an opportunity more than a responsibility. Furthermore, the participants’ crucial experiences served as essential inputs to the pre-service early childhood teacher education program. The pre-service teacher education program should explicitly address issues of equity and diversity within its curricula as to help dismantle stereotypes and misjudgment towards men in the teaching profession. Likewise, pre-service education program may need to better support and provide professional development exposure as to better recruit and retain male teachers in the field of early childhood education.