CHALLENGES FACED BY MALE ELEMENTARY SCHOOL TEACHERS

Abstract

The percentage of male teachers is at its lowest number in 40 years as fewer males are choosing elementary teaching as a career choice. As a result, many elementary students rarely see a male teacher particularly for their role models during their formative years as they spend over half or most of their day time at school five days a week. The purpose of this phenomenological study was to find out the challenges experienced by five male elementary teachers in three different Adventist schools in Region IV-A (CALABARZON),  mainly in the province of Cavite, Laguna, and Batangas. Data were collected, analyzed, and coded for categories and themes. The findings showed that male elementary teachers have faced great challenges in their teaching categorized into four themes: (1) sense of isolation, (2) general stereotype, (3) student’s behavior, and (4) physical contact. Despite these challenges the participants of this study have faced, they remain in their choice of profession because they wanted to make a difference in the lives of young  children as they perform important roles as positive role models, mentors, and providers of diverse basic education learning experience for young learners particularly for children who do not have males at home during their crucial developmental years. This study addresses positive social change by providing voice for the male elementary teachers, a diminishing but important teaching population.