The Relationship between Male Preschool Teacher Candidates’ Attitudes towards Gender Roles and Occupational Anxiety

Elif Naz Ürünal; İrem Gürgah Oğul

doi:10.71358/pow.2605

Opublikowane: 2025-11-12

Tom 643 Nr 8 (2025)

The Relationship between Male Preschool Teacher Candidates’ Attitudes towards Gender Roles and Occupational Anxiety

Elif Naz Ürünal

, İrem Gürgah Oğul

Dział: Artykuły

https://doi.org/10.71358/pow.2605

Abstrakt

The research conducted on the stereotypes that teachers encounter as they pursue their careers indicates that male kindergarten teachers face some dilemmas. The number of males working and thinking of working in this field is increasing day by day. This increase is thought to be related to individuals’ perspectives on gender. Moreover, the way in which male teachers and teacher candidates perceive these roles may have a decisive influence on their future career prospects. The purpose of this study is to examine the relationship between attitudes of male preschool teacher candidates towards gender roles and their occupational anxiety. This correlational research was conducted with 79 male preschool teacher candidates at three universities in Izmir, Türkiye. The teacher candidates were asked to fill out the demographic information form, the Gender Role Attitudes Scale, and the Occupational Anxiety Scale for Teacher Candidates. The findings showed that the attitudes of male preschool teacher candidates towards gender roles and occupational anxiety scores were at a moderate level. Male teacher candidates from rural areas experience less adaptation-centred anxiety compared to their counterparts from urban centres. There was no significant relationship between the total anxiety scores of male preschool teacher candidates regarding their profession and their attitude scores towards gender roles. In fact, teacher candidates who have more egalitarian perspectives about gender roles feel higher economic/social-centred anxiety.

Słowa kluczowe:

role płciowe, mężczyźni nauczyciele przedszkola, lęk zawodowy, edukacja przedszkolna

Pobierz pliki

PDF

Zasady cytowania

Ürünal, E. N., & Gürgah Oğul, İrem. (2025). The Relationship between Male Preschool Teacher Candidates’ Attitudes towards Gender Roles and Occupational Anxiety. Problemy Opiekuńczo-Wychowawcze, 643(8), 58–71. https://doi.org/10.71358/pow.2605

Cited by / Share

Licencja

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne 4.0 Międzynarodowe.

Bibliografia

Akgün, A., Gönen, S. & Aydın, M. (2007). The investigation of anxiety levels of primary school science and mathematics teacher students’ according to some variables. Electronic Journal of Social Sciences, 6, 283–299.
Google Scholar

Alpad, J.D., Adnan, A.H., Clemente, A.D.R., Hasan, J.K.L., & Natividad, J.H. (2025). Male pre-service teachers in early childhood education: Motivations and challenges. Psychology and Education: A Multidisciplinary Journal, 32(4), 456–470. https://doi.org/10.5281/zenodo.14898017
Google Scholar

Bakioğlu, F. & Türküm, A.S. (2019). Adaptation of gender role attitudes scale to Turkish: A study of validity and reliability. Kastamonu Education Journal, 27(2), 717–725. https://doi.org/10.24106/kefdergi.2697
Google Scholar

Buscatto, M. & Fusulier, B. (2013). Masculinities challenged in light of feminine occupations. Recherches Sociologiques et Anthropologiques, 44, 1–19. https://doi.org/10.4000/rsa.1026
Google Scholar

Cabı, E. & Yalçınalp S. (2009). Prospective teachers’ anxiety toward their job and tecnology. [Conference presentation]. 9th International Educational Technology Conference, Hacettepe University, Ankara, Türkiye.
Google Scholar

Cabı, E. & Yalçınalp, S. (2013). Occupational anxiety scale for prospective teachers: A study on validity and reliability. Hacettepe University Journal of Education, 44, 85–96.
Google Scholar

Cooney, M.H. & Bittner, M.T. (2001). Men in early childhood education: Their emergent issues. Early Childhood Education Journal, 29, 77–82. http://dx.doi.org/10.1023/A:1012564610349
Google Scholar

Demir, Ö. & Çamlı, Ö. (2011). Schools teaching practice lesson practice problems encountered the investigation of class and opinions of pre-school students: A qualitative study. Journal of Uludağ University Faculty of Education, 24, 117–139.
Google Scholar

Deniz, S. & Tican, C. (2017). An investigation of pre-service teachers’ teacher self-efficacy beliefs and opinions for their professional anxieties. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 17, 1838-1859. https://doi.org/10.33200/ijcer.543360
Google Scholar

Diekman, A.B., & Goodfriend, W. (2006). Rolling with the changes: A role congruity perspective on gender norms. Psychology of Women Quarterly, 30(4), 369-383. https://psycnet.apa.org/doi/10.1111/j.1471-6402.2006.00312.x
Google Scholar

Drudy, S. (2008). Gender balance/gender bias: The teaching profession and the impact of feminisation. Gender and Education, 20, 309–23. http://dx.doi.org/10.1080/09540250802190156
Google Scholar

Eggleston, J. (2021). Inequality and teacher education. (G.K. Verma, Ed.). Routledge.
Google Scholar

Erden, S., Ozgun, O., & Ciftci, M.A. (2011). “I am a man, but i am a pre-school education teacher”: Self-and social-perception of male pre-school teachers. Procedia-Social and Behavioral Sciences, 15, 3199-3204.
Google Scholar

Fortin, N.M. (2005). Gender role attitudes and the labour-market outcomes of women across OECD countries. Oxford Review of Economic Policy, 21, 416-438. http://dx.doi.org/10.1093/oxrep/gri024
Google Scholar

Fraenkel, R.J., Wallen, E.N. & Hyun H.H. (2012). How to Design and Evaluate Research in Education. McGraw- Hill Companies Inc.
Google Scholar

García-Cueto, E., Rodríguez-Díaz, F.J., Bringas-Molleda, C., López-Cepero, J., Paíno-Quesada, S. & Rodríguez-Franco, L. (2015). Development of the gender role attitudes scale (GRAS) amongst young Spanish people. International Journal of Clinical and Health Psychology, 15, 61–68. https://doi.org/10.1016/j.ijchp.2014.10.004
Google Scholar

Geng, G., Disney, L., Midford, R. & Buckworth, J. (2022). Gender and stress levels among pre-service teachers. Australian Journal of Teacher Education, 47, 1–17. http://dx.doi.org/10.14221/1835-517X.5188
Google Scholar

Gümrükçü Bilgici, B. & Deniz, Ü. (2016). Investigation of occupational anxieties of preschool teacher candidates ın terms of some demographic features. Cumhuriyet International Journal of Education, 5, 53–70. http://dx.doi.org/10.30703/cije.321383
Google Scholar

Günay, G. & Bener, Ö. (2011). Perception of family life in frame of gender roles of women. Turkish Journal of Social Research, 15, 157–171. https://doi.org/10.20296/tsad.36267
Google Scholar

Haskan Avcı, Ö., Karababa, A. & Zencir, T. (2019). Male pre-school teacher candidates in the context of gender: Perceived challenges and future concerns. Hacettepe University Journal of Education, 34, 1092-1106. https://doi.org/10.16986/HUJE.2018046235
Google Scholar

Kmec, J. A. (2008). The process of sex segregation in a gender-typed field: The case of male nurses. Sociological Perspectives, 51, 259–279. https://psycnet.apa.org/doi/10.1525/sop.2008.51.2.259
Google Scholar

Mofokeng, M., & Ndlovu, B.N. (2024). Male teachers’ narratives: Experiences of teaching in early childhood education. Studies in Social Science & Humanities, 3(4), 1–9.
Google Scholar

National Association for the Education of Young Children. (2019). Building a gender-balanced workforce: Supporting male teachers. https://www.naeyc.org/resources/pubs/yc/sept2019/building-gender-balanced-workforce-supporting-male-teachers
Google Scholar

Sumsion, J. (2005). Male teachers in early childhood education: issues and case study. Early Childhood Research Quarterly, 20, 109–123. https://doi.org/10.1016/j.ecresq.2005.01.001
Google Scholar

Tabachnick, B.G. &Fidell, L.S. (2013). Using Multivariate Statistics. Boston: Pearson Inc.
Google Scholar

Tantekin Erden, F. (2009). A course on gender equity in education: Does it affect gender role attitudes of preservice teachers?. Teaching and Teacher Education, 25(3), 409–414. http://dx.doi.org/10.1016/j.tate.2008.11.001
Google Scholar

Tran, H., Hardie, S., Gause, S., Moyi, P. & Ylimaki, R. (2020). Leveraging the perspectives of rural educators to develop realistic job previews for rural teacher recruitment and retention. The Rural Educator, 41, 31–46. https://doi.org/10.35608/ruraled.v41i2.866
Google Scholar

Tufan, M, (2018). Public perceptions and the situation of males in early childhood settings. Educational Research and Reviews, 13, 111–119. http://dx.doi.org/10.5897/ERR2017.3458
Google Scholar

Turkish Ministry of National Education (2023). National education statistics: Formal education 2022/2023. https://sgb.meb.gov.tr/meb_iys_dosyalar/2023_09/29151106_meb_istatistikleri_orgun_egitim_2022_2023.pdf
Google Scholar

Uygun, K., Avaroğulları, M. & Oran, M. (2016). Investigation of professional anxiety levels of social studies teacher candidates. Electronic Turkish Studies, 11, 417–436. http://dx.doi.org/10.7827/TurkishStudies.11296
Google Scholar

Yang, Y. (2018). Challenges of men in early childhood education: Case study of an American male early childhood teacher. In Proceedings of the 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018) (pp. 267–269). Atlantis Press. Advances in Social Science, Education and Humanities Research.
Google Scholar

Zhang, W., (2017). Male teachers in early childhood education: Why more men? A review of the literature. Culminating Projects in Child and Family Studies, 18, 1–36.
Google Scholar

Elif Naz Ürünal

https://orcid.org/0009-0003-6572-291X

Afiliacja:

Izmir Democracy University, Faculty of Education, Early Childhood Education Department Turcja

İrem Gürgah Oğul

https://orcid.org/0000-0002-0419-4776

Afiliacja:

Izmir Democracy University, Faculty of Education, Early Childhood Education Department Turcja