Date of Award
2024
Degree Type
Thesis
Degree Name
Master of Education (MEd)
First Advisor
Dr. Mweru Mwingi
Department
Institute for Educational Development, East Africa
Abstract
This qualitative study explored the experiences of male teachers working in Early Childhood Education (ECE) centres in Mombasa, Kenya. Through interviews and observations of three male ECE teachers, the study investigated their perspectives and narratives to understand the unique aspects of their roles, the factors supporting their career choices, and the challenges they face. Findings revealed that societal stereotypes persist in associating caregiving roles primarily with femininity. Male teachers encountered initial shock and skepticism from stakeholders when choosing ECE careers. They also faced external judgment and scrutiny in their interactions with students. However, over time, as parents witnessed their suitability, distrust gradually reduced. Despite challenges, the male teachers derived deep satisfaction and fulfilment from nurturing meaningful relationships with young learners. They took pride in providing comfort during difficult transitions. Positive collaboration with female colleagues and administrators further supported their roles. Incorporating interactive teaching styles like storytelling and music also fostered strong connections with students. Key challenges included the lack of specialized mentorship programs addressing their needs. Male teachers navigated stereotypes questioning their competence and recognition within the profession. Financial constraints from low salaries and delayed payments demotivated dedication. Their broader significant contribution within ECE also lacked acknowledgment. While opportunities for career advancement offered hope, dismantling ingrained perceptions through multi-pronged efforts remains imperative. Targeted professional development, inclusive policies, and community awareness can cultivate acceptance of diverse educators. Recognizing the intrinsic rewards, their experience can further promote gender diversity critical to enriching early childhood education. The study advocates collaborative reform acknowledging male teachers' unique experiences and indispensable value within this sector.
First Page
1
Last Page
79
Recommended Citation
Mburunga, P. K.
(2024). A narrative inquiry into the experiences of male teachers in early childhood education in Mombasa County. , 1-79.
Available at:
https://ecommons.aku.edu/etd_tz_ied_m-ed/520