Men in elementary teaching

Becky Evette Swanson, Tennessee State University

Abstract

Reasons have been examined as to why males generally choose not to pursue a career in elementary education in a large, urban public school district. Issues such as why some males shy away from teaching, the fatherless family, homosexuality, low pay and status, bias against males in elementary education, and socialization have been addressed.^ A survey questionnaire consisting of 18 Likert scale items was developed. It was designed to determine respondent attitudes and opinions about his career level choice. Data were grouped by various multiple combinations. Eight null hypotheses were articulated around the various combinations. Each was treated with the chi square complex technique to determine where there were any statistically significant differences at the.05 level or better between cell and respondent responses. When a statistically significant difference at the.05 level or better was obtained among the initial chi square analyses with respect to the first set of null hypotheses, further analysis was deemed necessary. Responses to questionnaire items one through eighteen were grouped into four general rationale statement categories in order to shed more light on the reasons that might have influenced the particular findings.^ Study findings related to the eight null hypotheses were as follows: (a) hypothesis one was rejected beyond the.001 level; (b) hypothesis two found statistically significant differences; (c) hypothesis three had statistically significant differences between Black and White males concerning male elementary teacher shortage; (d) hypothesis four analyzing Black males' attitudes and related opinions about elementary teaching was rejected at the.001 level; (e) hypothesis five analyzing White males' attitudes and related opinions about elementary teaching was accepted; (f) hypothesis six analyzing opinions of White male elementary teachers with five years or less teaching experience against those with six years or more was rejected; (g) hypothesis seven analyzed the age variable of Black male elementary teachers and was sustained; and (h) hypothesis eight compared opinions of secondary White males with five years or more teaching experience against those with six years or more and was rejected. ^

Subject Area

Education, Elementary|Sociology, Industrial and Labor Relations

Recommended Citation

Becky Evette Swanson, "Men in elementary teaching" (1998). ETD Collection for Tennessee State University. Paper AAI9907862.
http://digitalscholarship.tnstate.edu/dissertations/AAI9907862

Share

COinS