Investigation of parents' perceptions of male early childhood teachers

Purpose: In the present study, parents' perceptions of male early childhood teachers were investigated to identify if they have any concerns or fears related to male early childhood teachers. Method: The study is a qualitative phenomenological investigation and data were collected through semi structured interviews with 13 parents whose children were attending an early childhood class taught by a male teacher in Ankara, Turkey. Findings: Parents' subsequent perceptions of male teachers relates to their opinion of male teachers' characteristics, their relationship with the teachers, advantages and disadvantages of male teachers not being a mother, male teachers' skills, and conclusions about the development of their children at the end of the spring semester. Parents initial perceptions included concerns about child abuse, a male teachers' inability to handle children's self-care and to communicate with girls, and the disadvantages of not being a mother. They also felt that male teachers have more control on children, and that not being a mother could be advantageous in terms of class discipline and the time they could dedicate to their occupation. Implications for Research and Practice: Parents had stereotypical perceptions in terms of gender roles through ascribing discipline and problem-solving skills to male teachers and attributing the ability to handle self-care of children and communication with girls to female teachers. Pre-service teacher training should include information and approaches that would help them to prepare themselves in light of these perceptions. © Peter Lang GmbH. Internationaler Verlag der Wissenschaften Berlin 2020. All rights reserved.