Author :
Abstract
Keywords
Abstract
Following the heightened number of male teachers at the early and primary levels of education, the pros and cons of being a male teacher have been studied from various perspectives within the last decade. This study focused on the common problems faced by the Turkish preservice early childhood teachers in their family and college life and how these problems have been differentiated according to gender. A total of 366 females and 366 males participated in this research. The hierarchical stepwise regression analysis was run to compare the common problems of the male and female students. Specifically, the problems in the college and family life were detected and the effects of health problems, socio economic and academic variables on those problems were measured. The IVs in this study were the health score, family monthly income, education level of mother and father, the rank order of preschool program choice, grade point average (GPA), number of siblings, and the grade. As a result, the problems of male students were affected by more diverse variables compared to females. One of the most striking findings of this research was to find out that the rank order of the program choice appeared as the source of problems of male students in four areas as; future work life, family relationships, social/friendship relations, personal perception and emotional condition whereas this variable did not add any variance to the problems of female students. The findings were discussed within the related literature.
Keywords
- Ahmad, J., Al-Zboon, E., Alkhawaldeh, M. F., & Al Khatib, A. (2018). Jordanian mothers’ and female preschool teachers’ perceptions of men working in preschools. The Journal of Men’s Studies, 26(1), 77-91. doi: 10.1177/1060826517729507
- Aksoy, N., & Eren-Deniz, E. (2018). Early childhood education in neoliberal, religiously conservative times in Turkey. Policy Futures in Education, 16(2), 108-123. doi:10.1177%2F1478210317736435
- Aldemir, J. & *Kurt, G. (2014). A program review: Turkish early childhood education pre-service teachers' perceptions about teacher and teaching, SAGE Open, 4, 1-11. doi: 10.1177/2158244014548847
- Anliak, S., & Sahin Beyazkurk, D. (2008). Career perspectives of male students in early childhood education, Educational Studies, 34(4), 309-317, doi: 10.1080/03055690802034518
- Barnard, C., Hovingh, L., Nezwek, M., Pryor-Bayard, D., Schmoldt, J., Stevens, J., Sturrus, W., Wabeke, S., & Weaver, L. (2000). Recommendations for improving the recruitment of male early childhood education professionals: The female viewpoint. Published Masters Project. ED 440759 Retrieved from http://en.egitimreformugirisimi.org/wp-content/uploads/2017/03/171102_Enrollmentin-Early-Childhood-Education-and-Care- in-Turkey.pdf on January 18, 2019
- Besnard, T. & Letarte, M. J. (2017). Effect of male and female early childhood education teacher’s educational practices on children’s social adaptation. Journal of Research in Childhood Education, 31(3), 453-464. doi: 10.1080/02568543.2017.1319445
- Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2015). Does gender make a difference? Results from the German “tandem study” on the pedagogical activity of female and male ECE workers. European Early Childhood Education Research Journal, 23(3), 315-327. doi: 10.1080/1350293X.2015.1043806
- Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351-361, doi: 10.1080/1350293X.2015.1043809
- Brownhill, S. (2015). The ‘brave’ man in the early years (0–8): defining the ‘role model’. European Early Childhood Education Research Journal, 23(3), 370-379, doi:10.1080/1350293X.2015.1043811
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods] (13th.Ed.). Ankara: Pegem.
- Doğan, Ö., & Erdiller Yatmaz, Z. B. (2018). The examination of Turkish early childhood education teachers’ professional identity. Early Child Development and Care,188(10), 1328-1339, doi: 10.1080/03004430.2016.1269763
- Erkan, S., Tuğrul, B., Üstün, E., Akman, B., Şendoğdu M., Kargı, E., Boz, ... Güler, T. (2002). Turkish profile research of preschool student teacher’s. Hacettepe University Journal of Education, 23, 108-116.
- Ersay, E., & Yazçayır, N. (2014). New developed problem screening inventory. İnönü University Journal of the Faculty of Education, 15(2), 65-88. doi: 10.17679/iuefd.10643
- Eurostat (2017). Early childhood and primary education statistics. Retrieved from https://ec.europa.eu/eurostat/ statistics- explained/index.php?title=Early_childhood_and_primary_education_statistics on August 18,
- Field, A. P. (2009). Discovering statistics using SPSS (3rd. Ed.). London: Sage.
- Heikkilä, M. & Hellman, A. (2017). Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers. Early Child Development and Care, 187(7): 1208-1220. doi: 10.1080/03004430.2016.1161614
- İnan, H. Z., Bayındır, N., Doğan-Temur, Ö., & Bartan, M. (2010). The problems experienced by male early childhood teacher candidates. EKEV Akademi Dergisi, 14(43), 165-174.
- Koch, B. & Farquhar, S. (2015). Breaking through the glass doors: men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380-391. doi: 10.1080/1350293X.2015.1043812
- Ministry of National Education (2014). Milli Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği [Ministry of National Education Regulations on Pre-school and Elementary Education Institutions]. Retrieved from http://www.resmigazete.gov.tr/eskiler/2014/07/20140726-4.htm on January 19, 2019
- Ministry of National Education (2017). National education statistics: Formal education 2016/17. Ankara: MoNE. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_09/08151328_meb_istatistikleri_orgun _egitim_2016_2017.pdf on August 16, 2018
- Moosa, S., & Bhana, D. (2018). They won't take you as a man, as a real man’ why men can't teach young children in foundation phase. International Journal of Inclusive Education, 22(6), 577-593. doi:
- OECD (2014). Enrolment in childcare and pre-school. Retrieved from http://www.oecd.org/els/soc/PF3_2_Enrolment_in_childcare_and_preschools.pdf on August 16, 2018
- Park, S. (2009). Through the voices of male teachers in South Korea: The journey to becoming an early childhood teacher. Asia-Pacific Journal of Research in Early Childhood Education, 3(2), 89-104.
- Peeters, J., Rohrmann, T., & Emilsen, K. (2015). Gender balance in ECEC: why is there so little progress? European Early Childhood Education Research Journal, 23(3), 302-314, doi: 10.1080/1350293X.2015.1043805
- Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programs to job retention. European Early Childhood Education Research Journal, 23(3), 362-369. doi: 10.1080/1350293X.2015.1043810
- Roberts, R., Golding, J., Towell, T., Reid, S., Woodford, S., Vetere, A., & Weinreb, I. (2000). Mental and physical ealth in students: the role of economic circumstances. British Journal of Health Psychology, 5(3), 289-297.
- Rodriguez, E. (1997). What does gender have to do with it? (Male Teachers in early childhood education) (ED415979). etrieved from ERIC website: https://files.eric.ed.gov/fulltext/ED415979.pdf
- Rohrmann, T., & Brody, D. (2015). Questioning methodologies in research on men in ECEC. European Early Childhood Education Research Journal, 23(3), 405-416. doi: 10.1080/1350293X.2015.1043814
- Saigol, M., & Danish, S. (2016). Feminisation of teaching: Factors affecting low male participation in early childhood teaching at private schools in Pakistan. Journal of Education and Educational Development, 3(2),
- Sak, R., Sahin, I. T., & Sahin, B. K. (2012). Views of female preschool pre-service teachers about male teaching colleagues. Procedia Social and Behavioral Sciences, 47, 586-593. doi: 10.1016/j.sbspro.2012.06.700
- Storrie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: students with mental health problems—a growing problem. International Journal of Nursing Practice, 16(1), 1-6.
- Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th.Ed.). Boston: Pearson.
- Tezel Şahin, F. & Sak, R. (2016). A comparative study of male and female early childhood teachers’ job satisfaction in Turkey. Early Childhood Education Journal, 44, 473-481. doi: 10.1007/s10643-015-0738-x
- Tümkaya, S., Aybek, B., & Çelik, M. (2007). An prediction of hopelessness and state-trait anxiety levels among teacher candidates before the KPSS exam. Educational Sciences: Theory and Practice, 7(2), 967-974.
- Unal, M. & *Kurt, G. (2018). Socioeconomic profile of the preschool education preservice teachers, Eurasian Journal of Educational Research, 74, 61-80.
- Urdan, T. C. (2001). Statistics in plain English. Mahwah: Lawrence Erlbaum Association.
- Xu, Y., & Waniganayake, M. (2018). An exploratory study of gender and male teachers in early childhood ducation and care centres in China. Compare: A Journal of Comparative and International Education, 48(4), 518-534. doi:10.1080/03057925.2017.1318355
