Date of Award

11-2004

Embargo Period

4-8-2018

Degree Type

Thesis

Degree Name

Bachelor of Education (Primary) (Honours) BEd (Primary) (Hons)

Faculty

Education

School

Education

First Advisor

Jean Carter

Second Advisor

Cedric Greive

Abstract

This paper is set in the context of concern about boys' academic achievement and the decline in the numbers of males entering the primary teaching profession in Australia. It focuses on the views of male pre-service teachers as to factors that affect their attraction to and retention in the teaching profession.

This qualitative study is designed to provide well-researched information regarding factors that affect the recruitment and persistence of male pre-service primary teachers. The study consisted of two distinct stages, distribution and evaluation of a simple questionnaire and a series of semi-structured interviews that were analysed by Grounded Theory.

The major findings from this research identified three main categories (extrinsic, altruistic, and intrinsic motivators) that contributed to males choosing the Bachelor of Education (Primary) course. Participants indicated that altruistic motivators contributed more to their attraction to the profession, than either extrinsic or intrinsic determinants.

Field and extended professional experiences were identified as having a positive affect on the retention of males within the Bachelor of Education (Primary) degree. Barriers to completion included gender related issues, the reaction of peers, family and classmates, department faculty, mentorship, course structure and organisation. The major recommendations arising from this study for recruitment of male primary teachers were as follows: appropriate careers advice needs to be provided to all school leavers, current teachers to be enthusiastic in their support of the profession and church and community groups need to support the involvement of males in programs with primary aged children.

Increased opportunities for micro-teaching, employment of faculty members with recent field experience and establishing a mentoring program were all recommended for the successful retention of male pre-service primary teachers.

Comments

Every effort has been made to contact the author of this thesis to gain their permission. If the author objects to this thesis being online please email research@avondale.edu.au

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