Men in educational professions

Men have traditionally been underrepresented in the teaching profession, impacting the dynamics of the educational system and gender equality in pedagogical work. This study analyzes the social, cultural, and institutional factors influencing men’s decisions to pursue a teaching career and evaluates their professional experiences. The research is based on quantitative data collected through a survey questionnaire and theoretical frameworks such as Bourdieu’s concept of social habitus and Connell’s theory of masculinity. Findings indicate that men in educational professions often face stereotypes, occupational barriers, and different expectations regarding career advancement compared to their female colleagues. The study provides policy recommendations to promote gender diversity in teaching professions.