Peer-reviewed article
Parental Perceptions of Male Early Childhood Development Teachers in Khami District, Zimbabwe
Melody Matsvange, Collen Mudimba, Mangena Codelia Siziwe Sithole ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5This study looked at what parents in Khami District, Zimbabwe think about men working as early childhood development (ECD) teachers. Researchers interviewed parents, teachers and school administrators using online tools during the Covid-19 lockdown. They found that parents had mixed feelings about male ECD teachers, while female teachers and administrators were more positive and saw them as qualified. Some parents still had worries linked to gender and social attitudes. The study suggests recruiting more male ECD teachers and running workshops to build trust between parents and schools.
Key points
- Parents have mixed perceptions about male involvement in ECD teaching.
- Female teachers and administrators view male ECD teachers more positively, seeing them as qualified.
- Gender norms and societal attitudes still cause some parental fears about male ECD teachers.
- Study recommends recruiting more male teachers to balance gender representation.
- Study recommends workshops and refresher courses for parents and teachers to build trust.
Limitations
The study used a small, non-random sample from one district, so findings cannot be generalised to other areas; it relies on self-reported perceptions rather than observed outcomes for children.
Abstract
The purpose of this study was to establish parents’ perceptions of the involvement of males as early childhood development (ECD) teachers. The research adopted a qualitative approach and used a case study design to allow interaction with the subjects and to draw conclusions based on their diverse perceptions. A sample was drawn from the Khami District population that comprised 10 parents, four administrators, four female teachers and two male teachers. Two sampling techniques, namely convenience and purposive sampling, were used. Convenience sampling allowed the researcher to select a small sample where participants were chosen on the basis of being accessible and convenient. Only parents with children taught by male teachers were purposively sampled. Ethical considerations were observed during data collection by explaining to participants that participation was voluntary, with confidentiality guaranteed. Online questionnaires, telephone interviews and virtual focus group discussions were used to collect data, making it easy to maintain social distancing during the Covid-19 lockdown. The following are some of the major findings of this study: parents have mixed perceptions about the involvement of males as ECD teachers; female teachers and school administrators have more positive perceptions about the involvement of males as ECD teachers because they are viewed as qualified for their job. However, in spite of the positive perceptions established about male teachers, some factors such as gender and societal inclinations still cause parents to have fears about the involvement of males as ECD teachers. The study recommends that more male teachers should be recruited to balance gender representation and more workshops and refresher courses for both parents and teachers should be conducted to develop trust.