Where are all the men?
Online exclusive
Extended article
No one seems to know but if you ask the successful, professional, yet unattached women this million dollar question the answers will more than likely be similar to – ‘all the good ones are taken.’
Ask the wives whose husbands’ burn the candle at both ends and the answers are a touch more complex. In our survey, women speak of their respective husbands and partners as workaholics, absent dads, inattentive husbands, casual emotional contributors to the family, personally driven, highly motivated, selfish, ambitious, hard-working, financially accountable, and the list continues.
There is clearly a mixed bag of comments however the general feeling is, families will eventually wilt under the pressure of having to endure a partner’s absence for an extended period of time. And according to the responses gathered women believe an ‘emotional connection’ in a relationship is most prized. Almost every interviewee in this public indicates it is an integral component of what makes a successful relationship and partnership. Sadly, 82 per cent of the interviewees rated their relationship as ‘in trouble’ as a direct result of little or no emotional association. And almost all of these candidates attribute the blame to not having the opportunity (time) to establish a healthy emotional link to their partner.
So what do the kids, in the centre of all this, think? The responses unfortunately expose how close society is inching towards playing with fire. Twenty children interviewed express fierce desire to spend greater time with both parents and passionately despise the work that drives the absent parent away.
And then there are those whom this article is centred about: Members of the educational fraternity directly affected by the famine of male teachers in our schools. They candidly share warts and all specifics about men in the teaching profession. It includes personal thoughts, attitudes, factual experiences and perceptions. The research for this article is a complete discovery about how individual educators, parents, students, and the wider community, think and feel about the shortage of male teachers. The diverse persuasions make this journey even more absorbing than first anticipated pushing the register of interviewees to over 150 recorded responses. This article doesn’t attempt to answer the question of where the men have gone, but rather to uncover what many have experienced first hand as current and former teachers and offer the reader the authority to set own judgments and conclusions.
MEN – The Provider: WOMEN – The Nurturer
A principal of a private girls’ school suggests that the scarcity of male teachers particularly at primary level is not necessarily as serious a concern as it is portrayed by the media in recent reports. Her reasoning is based upon the studies completed by Doctor John M Hardy, a Professor of Psychology and expert on theories regarding the impact of social change on men and women in society.
Doctor Hardy suggests that society hasn’t changed considerably over time in regards to the primary roles men and women assume. And based upon the traditional mindset of women as nurturers and men the providers, it is easy to see why Dr Hardy believes a shortage of men in schools (particularly primary sectors) is not going to make too much of a long-term impact on students. Given that primary teaching particularly requires a considerable quantity of nurturing he believes that women possess a natural pre-disposition to perform this role effectively and therefore generally men would not necessarily be missed in the bigger picture of early childhood education.
He goes on to suggest that during the mid 30’s through to the 70’s men historically assume the role of provider and women the nurturer. However, during the 80’s and 90’s an apparent social change somehow progressively propelled women into more competitive roles within the workforce creating a definite shift in gender role demarcation. Even though, in his views, ‘it is still a man’s world out there’, women successfully challenge the traditional social entitlements and as result have placed greater pressure on men to perform within the working environment (refer to Diagram 1)
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Diagram 1. Rates of Australian women who chose to stay home and care for their young families rather than join the workforce. |
Surprisingly statistical data for example, depicting the percentage of women who stayed home to care for their young families doesn’t necessarily support the social changes discussed in Dr Hardy’s research.
‘It’s almost as though women have bitten off more than they can chew. And by attempting to assume both roles of nurturer as well as provider this may well be one of the contributing factors to why men are choosing to absent themselves when qualities of this nature are required in teaching,’ says Dr Hardy.
Diagram 2 reveals the change of status women have achieved by becoming more educated and assuming professional roles within the workforce.
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Diagram 2. Professional Australian men and women over a period of six decades |
STATISTICAL SNAPSHOT (Australian Schools)
It is revealed that males account for just over 30 per cent of all teaching staff. During the 2003 school year it was recorded that boys are certainly trailing behind girls at school and one of the reasons is believed to be attributed to the continual decline in the number of male primary teachers. And new figures from the Australian Bureau of Statistics show it is getting worse with a continual decline in the number males entering the teaching profession.
Last year there were just over 78,000 male teachers in primary and secondary schools compared to almost 180,000 females. And males are twice as likely to work in secondary schools while more females choose to teach primary students in their early years mainly because of the misconception that the stress levels are lower.
Interestingly according to US Bureau of Statistics, teaching is rated in the five top most stressful professions in America along with, traffic control, stock-broking, law enforcement (police) and medicine (surgeon). In Australia the list slightly differs including, hospitality (chef), teaching, law enforcement, traffic control and dentistry. Teaching and law enforcement continuously appears at the top of the list. Given that one of the main reasons why former teachers chose to leave was for this reason; ‘they were tired of policing instead of teaching’.
To ‘police’, most commonly suggests to: regulate; control; order; supervise; patrol; watch; or keeps watch over; monitor. Anyone who’s a practiced teacher and lives and breathes those verbs understands only too well the energy that is required day in and day out. Is it any wonder that more and more teachers these days are choosing to leave the profession based purely on stress-related logic?
Teachers are less able to locate the switch-off button in the mind at knock-off time. There seems to be no clear line between working hours and knock-off time. And to dispel any pre-conceived ideas about school holidays, the effective teacher spends most of that time in class-room preparation and marking.
Teachers have been described as counsellors, mentors, role models, social workers, carers, police, and the list goes on. Governments expect more and more from teachers because parents have failed to be responsible. And the pressure just increases with each addition to the teaching portfolio.
STATISICAL SNAPSHOT (American Schools)
It is interesting to note that American teachers are not experiencing the rapid decline in male staffing as it appears Australia is. In the 1960’s and 70’s, 79 per cent teachers where male compared with the 1990’s the statistics are 69 per cent. In Australia, figures recorded in the1960’s and 70’s, were just as strong as in the US scoring 75 per cent while only making 35 per cent during the 1990’s. In the last four years the percentage in Australia has still dropped further while in the US it has remarkable remained relatively constant. Why then, are Australian male teachers choosing alternative professions?
GOOD PAY
Research, interviews and collection of data have not been able to answer this question of why men are leaving the teaching profession. However, it confirms one very important factor that teaching in Australia has been given ‘second-rate attention’ both by Governments as well as the community. And the only individuals left to blame for that, are the teachers themselves.
Teachers continue to permit this phenomenon to continue unchecked. Teachers during the 1960’s, 70’s and early 80’s received what was once coined ‘first-rate recompense’ (good pay) and it was deemed by the profession as a type of ‘reward’ for ‘excellence as a profession and contribution to society’. The community respected teachers and believed that they were instrumental in shaping the future. And rightly so however, it seems that over the years, teachers have permitted that first-rate standard to slip and could now be blamed by some for having brought this ‘lack of respect’ upon themselves.
VALUES & CHARACTER
There is no question that constituents across the board want teachers with strong character and integrity, moral substance and select sense of values to teach their children. No one will argue with that. They demand teachers to be professional, firm and fair in all their dealings. And in the research it is evident that the sex of a teacher becomes irrelevant to most parents when they require a school to give an honest answer to the following questions: – ‘Are our teachers effective? And do they exhibit strong characteristics and values?’
It is the belief within the community that school administrators are responsible for restoring faith back into the profession by lifting the bar and offering professional institutions with quality staff. After all, teachers are a school’s greatest resource. Effective teachers endeavour to mirror the type of future we desire for our young people.
‘Modelling an exemplary life-style and behaviour is the best way a teacher may connect with young people and inspire them to learn for life,’ (Sir Donald Bradman).
Many students make choices which shape the course of their future based upon the teachers they admire. As a result, teachers who perceive their role as just a job miss the boat completely.
‘Teaching possesses a dimension that is unique to the profession in that it is not just a service but more importantly - a gift’ (Dr Hardy).
CRISIS POINT
A recent string of media debates strongly intimate Australian education is at crisis point. They serve as a series of wake-up calls to politicians, schools and teachers, parents and students alerting them to a worrying trend that desperately needs rescuing. Male teachers have become in greater demand in recent times and no one seems to no emphatically why this is the case.
Relevant studies and statistical data since the early 1990’s clearly support what media accounts warn yet, it has taken this long for anyone to sit up and listen. Statistics also indicate that in the twenty-first century male primary teachers are at greatest risk of survival. The ABS employment figures over the last four years, for male teachers, seem to have dropped from 51 to 33 per cent.
In researching a broader spectrum of reports and critiques on the topic of ‘where have the men gone within the teaching profession’, two educators attempt to answer the question by offering their own views. As you ma well conclude, not everyone is of the same opinion as perhaps the politicians and church leaders who ardently advocate the implementation of more progressive strategies for recruiting more men into the teaching profession.
Teacher A
‘They are most probably catnapping under a rock or hiding in a cave waiting for the wages to increase before considering to, get out of bed. Furthermore, male teachers seem to predominantly go underground when things get tough, whether it’s in the classroom, during staff meetings or taking a hard-line approach with students. I find most male teachers generally the first to blame others possibly to shirk from their own responsibilities. In has been my experience that a rare male exhibits true leadership qualities and true strength of character. All too often we see the female teachers taking the bull by the horns and doing the hard yards when it comes to making decisions.’
Teacher B
‘It is a shame that men are choosing to leave the profession because they have the natural capacity to achieve without much effort what women have to work at constantly just by being a male. Discipline should be easier and respect should be achieved at a faster rate because students gravitate to those who actively engage with them at their level. And men have the natural capacity to achieve this. It is a true fact that most men, just by the nature of things, don’t clutter the classroom with emotional baggage but rather physically and actively challenge students. Men have their foot in the door before they even begin while women have to earn the same right. Perhaps men are not given the opportunities to challenge themselves professionally and therefore fall victim to searching for more challenging occupational ventures’.
MINORITY MALE
Only 12 per cent of primary teaching students in Victorian universities are male. Education Department figures reveal that male teachers were outnumbered more than three-to-one in Victoria primary schools last year. The state has 19,842 primary teachers.
A lecturer at Melbourne University's Department of Learning and Educational Development, Kay Margetts, says ‘the ratio of males to females in primary teaching is similar to that in recent years. And traditionally teaching tends to be seen as a feminine profession and males give a greater breadth to the profession.’
One of her male student teachers had this to say in response to the topical question: ‘The presence of a male teacher is really important. Some kids need a male figure to look up to and, not wanting to generalise, we can offer a different approach to teaching.’ (Pitman)
GENDER IMBLANCE – Catholic Education Perspective
Studies have shown that the scarcity of men in teaching positions in Australian classrooms has left many children without an ability to relate to a male role model. In light of this, a decision by the Human Rights and Equal Opportunities Commission not to allow a scheme in Sydney Catholic schools which would attract more men to teaching would appear to be shortsighted and more about political correctness than equality.
Both girls and boys would benefit from any incentive to attract more men to the teaching profession. Education is more than about learning how to read and write. It is a foundational experience for life which, particularly in Catholic schools, needs to embrace both the social and faith aspects. The current gender imbalance among teachers in schools is not benefiting the adults of the future (Catholic Leader, Brisbane).
WHAT’S THE REAL PROBLEM?
The low numbers of male teachers highlights a significant crisis in the education system. Teachers across Australia have recently been campaigning around and taking stop-work action to address many of these problems — workloads, class sizes, contracts and pay. It is these factors that are most likely to impact on the retention of quality teachers, male or female.
Simultaneously, large numbers of teachers are approaching retirement age and more than 40 per cent of those graduates currently entering teaching are unsure of whether they will still be teaching in five to 10 years.
Proposals such as those by the Victorian ALP government, for measly 2.25 per cent per annum pay increases, along with possible 0.75 per cent per annum linked to ‘productivity increases’ only exacerbate the problem of low male teacher numbers, with teachers’ pay falling even further behind similar professions.
As the 2001 NSW government Inquiry into Male Teacher Numbers states, improvements in ‘remuneration, career structure...and working environments’ will play a critical role in making teaching an attractive career choice. While teaching is underpaid, women will dominate the industry, as they do in most severely underpaid professions.
WOMEN’S DEFENCE – Australian Education Union
The Australian Education Union defends women teachers, arguing that any claim that teaching is lacking due to low male numbers is an insult to the efforts of women teachers, who make up an overwhelming majority of primary and secondary teachers. The government holds the education system responsible for not providing enough male role models and in turn, while the administrators endeavour to lie blame elsewhere thousands of school leavers and mature-age applicants wait to just receive a university placement. Perhaps the overall teaching profile needs a fresher marketing approach to attract some of those candidates who don’t even know just how fulfilling a teaching career could possibly be.
RESEARCH ANALYSIS
The publics interviewed are important to note because this awards greater substance and meaning to where each group believes men have retreated and why? The following responses have been recorded generally unedited for reasons of authenticity and validity. It is anticipated that some readers may choose to disagree with the commentary however, it cannot be dismissed that there are more than 150 interviewees who are willing to share their experiences.
1st Public Type
Married male primary teachers (within Catholic, Independent and Government education systems) who have been in the workforce for more than FIVE years
100 per cent consider teaching as a profession currently disrespected within the community more specifically because (i) too many responsibilities are placed on teachers in terms of ‘fixing’ the social dilemmas perplexing the youth of today and in tern families, and (ii) that professionally teachers are paid abysmally in respect to the professional expectations.
Almost all the teachers within this category expressed the need to one day move on from teaching and find something that pays the bills. Some even expressed sadness that they felt this way because they enjoyed the time they spent with the children they taught. But the need to pursue other passions in earning greater respect from their loved ones as well as the community appears to override their loyalties to the teaching profession.
Most of the married teachers who have children admit to placing family first and teaching second therefore in their own words – ‘we become ineffective because there isn’t enough time in the day to complete the tasks at hand.’ They describe themselves as superficial, artificial, weak and at times ‘casual teachers paid a full-time salary’. They consider ‘time’ the greatest commodity. As leaders generally they consider themselves apathetic in approach and opt to take the easier options where ever possible. Discipline is reported a most certain ‘complication’ within the teaching profession. 80 per cent of teachers interviewed chose not to deal with discipline effectively and frequently take the easier option – ‘turn a blind eye’. Effort and energy is readily conserved rather than employed in solving disciplinary issues within classroom and or playground environments compromising consistency and ultimate student-teacher and teacher-parent respect. Aggression, avoidance or passing the buck to superiors is typically a strategic employ by these teachers in an effort to combat difficult students. Essentially, most of these teachers are restless in their profession because the ‘emotional cost is too high’ and they are ‘just buying time until something else come along’.
A selected minority however, redeem the faith in male teachers. While still acknowledging teaching is a highly demanding profession, they express a genuine passion for children and a legitimate love of imparting knowledge. This minority did not perceive themselves to be particularly outstanding leaders however, endeavour to consistently base their individual styles of teaching on personal convictions and values.
2nd Public Type
Single male and female primary teachers (within Catholic, Independent and Government education systems) who have been in the workforce for more than FIVE years:
100 per cent also support the notion that teaching as a profession is disrespected within the wider community. And again they too are of the opinion that monetary rewards our outweighed by the duties they are required to perform. Almost none of the teachers within this category expressed the need to one day move on from teaching and find another calling in life. Most of the single male teachers share an insatiable appetite for the profession The comments reiterate a strong desire to share with young people the talents and ideas they possess and almost all, truly believed they have ‘something great’ to contribute.
Single teachers (both male and female) admit teaching is ‘their life’, their ‘primary mission’ in life, and their principal ‘passion’. Unlike married teachers, they don’t have family obligations and responsibilities. All of the candidates express regret that in their opinion single teachers are therefore ‘taking for granted’ because of that very factor. Sadly they acknowledge that this level of enthusiasm must and will reduce intensity once circumstances alter. Some of the candidates (42 per cent) admit to having experience degrees of burnout and depression this early in their career.
They describe themselves professionally as ‘alert, enthusiastic, caring, energetic, creative, productive, progressive, high-spirited, ambitious, contemporary, frustrated and impatient with in-house politics and ineffective staff (mainly older staff who welcome complacency, who are rigid and comfortable, and who reject change)’. They consider ‘responsibility and accountability’ as the greatest commodities of a teacher and always feel as they constantly work at being effective.
As leaders generally they consider themselves ‘active’ rather than ‘passive’ in approach to teaching and interacting with young people. Discipline too was certainly a downside within the teaching profession in their experience. However, it is common that this public is always seeking ‘better’ methods of ‘managing’ youth. 89 per cent of teachers in this category chose to deal with discipline immediately and believe a high degree of energy and consistency is required to solve problems within the classroom or playground environments. 96 per cent of candidates are frequently disappointed by the lack of support within their school from superiors and more experienced staff. 95 per cent believe ongoing mentoring between experienced staff and themselves needs to be a greater priority.
81 per cent believe they are an ineffective disciplinarian. Essentially, most of these teachers are predominantly happy in their chosen profession however, can see they will not be able to sustain the level of work for an extended period of time.
94 per cent suggest performance-base contract should be introduced nationally in an effort to achieve equity between ineffective and effective staff ultimately increasing the scope of accountability across the board thus potentially reducing early burnout and higher turnover rates.
While also acknowledging teaching is demanding all candidates express a genuine passion for young people and a legitimate love of imparting knowledge. The majority perceive themselves to be good leaders and role-models.
3rd Public Type
Married female primary teachers (within Catholic, Independent and Government education systems) who have been in the workforce for more than FIVE years:
Only 65 per cent of female teachers disagree the teaching profession is disrespected within the community. And if it is, they believe it is due to teachers failing to perform effectively specifically within the following areas: (i) duty care (ii) documentation and follow-up procedures and (iii) taking educational responsibility for students directly within their care within the classroom
None of the teachers within this category express a strong need to change professions. 95 per cent shared a positive and optimistic view of their profession in that the contact hours suit their family life-style.
Similarly to the first group, the majority of married female teachers admit to placing family first and teaching second. The too acknowledge they spend ‘less time at school’ however, they do not view themselves as ‘ineffective or unproductive’. They feel they ‘contribute a great deal’ particularly with the ‘pastoral care’ facets of school life. Communicating with parents and students alike is rated highly. Further, they describe themselves as highly motivated, organised, productive, creative, encouraging, and effective. They consider ‘communication and organisation’ as two of the most sort after commodities that craft an effective teacher.
15 per cent view themselves as effective leaders and 72 per cent believe they are strong role models. Discipline does not rate challenging, instead 84 per cent actually consider discipline as ‘non-problematic’. Issues are managed swiftly and with minimal complications. Essentially, 97 per cent report they are happy within their chosen profession because they are ‘doing something rewarding both emotionally as well as professionally’. 93 per cent claim they have no intension of moving careers because teaching offers far more than just monetary reward.
4th Public Type
Former male teachers (general)
91 per cent consider teaching as a profession ‘undervalued’ within the wider community as a whole and believe that ‘even teachers view themselves in a similar light based purely upon money’. Almost all the former male candidates suggest they are happy with the move because they believe in the philosophy of: ‘what goes in should equate what goes out’. None of these teachers express ‘regret’ in leaving the profession and 96 per cent suggest they should have done it sooner rather than later for the following reasons: (i) greater professional opportunities (promotion), (ii) personal self-esteem, (iii) financial reward and (iv) respect from others.
As a former teacher these candidates describe themselves: unenthusiastic, unmotivated, apathetic and ineffective. They consider ‘time and energy’ the greatest commodity in teaching and believe they ‘wasted’ the first and ‘lacked’ the second. Ironically, 98 per cent describe themselves as leadership material however, did not view themselves as an ‘effective mentor’. Discipline rated low for 88 per cent of the candidates as they express an ‘indifferent’ approach to solving related issues. 95 per cent claim they did not wish to police young people and it was once of the reasons are glad to be out of the profession.
5th Public Type
Former female teachers (general)
67 per cent consider teaching as a profession ‘underrated’ within the wider community and believe that ‘money’ is a contributing factor to this attitude. They suggest that most teachers would take something else if they had (i) the opportunity and or (ii) had the drive to make a change. 92 per cent believe that teaching is a ‘thankless profession with little emotional gratification, other than watching children develop’. None of the candidates ‘lament’ making their professional move from teaching and 73 per cent regrets not making the move sooner. Surprisingly, a substantial number of candidates believe teaching has aided them in being successful in their current job because of all the former male candidates suggest they are happy with the move because they believe in the philosophy of: ‘what goes in should equate what goes out’. None of these teachers express ‘regret’ in leaving the profession and 96 per cent suggest they should have done it sooner rather than later for the following reasons: (i) greater professional opportunities (promotion), (ii) personal self-esteem, (iii) financial reward and (iv) respect from others.
As a former teacher these candidates describe themselves: unenthusiastic, unmotivated, apathetic and ineffective. They consider ‘time and energy’ the greatest commodity in teaching and believe they ‘wasted’ the first and ‘lacked’ the second. Ironically, 98 per cent describe themselves as leadership material however, did not view themselves as an ‘effective mentor’. Discipline rated low for 88 per cent of the candidates as they express an ‘indifferent’ approach to solving related issues. 95 per cent claim they did not wish to police young people and it was once of the reasons are glad to be out of the profession.
6th Public Type
Primary student teacher (male)
A handful of graduates from a primary teacher education course were interviewed. The selected candidates we all under the age of thirty and some had commenced university courses in areas other than Education. Few had previously worked in occupations other than teaching while just over half the group started an education degree immediately after graduating from high school. Responses from some of these candidates are included below.
Students report working with children is a definite motivation and that teaching in general is viewed as a desirable career with good working conditions. Parents predominantly appear supportive of teaching as a career for their sons. Candidates express peers might ridicule their career choice in a friendly way but are in fact a little envious. Practical teaching introduces another dimension to their university experience. They describe themselves as less conscientious than female students, but as having interests other than study which gave them an edge in the classroom.
The following students answered the following questions regarding why they chose primary teaching as their preferred career path:
Darren
Pathway: From School. Accounting and police force considered and rejected
Career Preferences: Teaching was first for university course. Became committed to this choice by the third year of study
High School: Single sex
Parental influence: Father a teacher, mother a teacher aide. Mother suggested teaching because he was good with children
Other influences: Teaching and travel
The future: Maybe spots related teaching job at secondary level in the future
David
Pathway: From School.
Career Preferences: Arts considered but changed his first preference to primary teaching when results came out
High School: Single sex
Parental influence: Parents working class. Mother wanted him to go to university.
Reason for choice: Work conditions good when compared with other occupations
The future: Will teach in the short term but plans to do further study in a different area.
Oliver
Pathway: From School.
Career Preferences: Business preferred put primary teaching last on preference list
High School: Single sex
Parental influence: Mother and Grandmother encouraged his choice of teaching
Reason for Choice: Good holidays
Other influences: Teachers
The future: Teach for a couple of years and then travel. Possibly do further study in another field.
Shane
Pathway: From School.
Career Preferences: Considered Health and Physical Education teaching then changed to primary teaching
High School: Single sex
Parental influence: Working class Father wanted him to go to university. Parents were very supportive of his choice of teaching.
Other influences: Peers selected a teaching course.
The future: Enthusiastic about teaching and would like to be a principal in the long term.
James
Pathway: From School.
Career Preferences: Considered science or accounting. But rejected these and chose primary teaching as a first option.
High School: Single sex and then co- ed for 11 and 12
Parental influence: Mother, father and Grandmother encouraged his choice.
Reason for Choice: Great holidays and low stress levels
Other influences: Work experience in a pre-school while at high school was a positive influence.
The future: Travel and maybe complete further study in the area of education.
Damien
Pathway: From School.
Career Preferences: Wanted to do a Media Studies course and put primary teaching as his fifth preference
High School: Single sex
Parental influence: Mother is a teacher.
Reason for Choice: Not mentioned
Other influences: Friends were already at university studying teaching and he enjoyed his work experience which was at a local primary school
The future: Will try hard to be a good teacher but is somewhat deterred by the after hours work (marking, reporting etc) and dreams of starting a record company one day.
Robert
Pathway: From School.
Career Preferences: Would have liked the army but when rejected selected teaching.
High School: Co-ed
Parental influence: Parents saw teaching as a profession that would open doors.
Reason for Choice: Attracted to features of the job involving outdoor work and good working conditions.
Other influences: Guidance councillor survey suggested teaching as one of a number of options.
The future: Undecided. No ambition to be a principal. Would like to travel and would consider other career options.
Andrew
Pathway: From School.
Career Preferences: Parents made him turn down a plumbing apprenticeship in year 10. He considered secondary teaching science or mathematics and then opted for primary teaching.
High School: Co-ed
Parental influence: Father very keen for sons to have a university education and a better start in life than he had.
Reason for Choice: Primary teaching would be easier than high school teaching – children are easier to manage.
Other influences: High school teachers whom he admired encouraged him to do an education course.
The future: Would like to enter politics.
Liam
Pathway: One year of a Bachelor of Arts degree
Career Preferences: Secondary teaching and law considered and then selected primary teaching
High School: Single sex
Parental influence: Both parents are university graduates and wanted him to go to university. Mother is a primary school teacher.
Reason for Choice: Loved his primary school experience
Other influences: Teachers encouraged him to do a career that involved children as he was good with them
The future: Wants to do a Master’s degree in Education soon and then to travel and would ultimately like to be a principal.
THE DIFFERENCE A TEACHER MAKES
One response I received from a principal suggested male teachers themselves ‘don’t have enough healthy role models to offer encouragement and that television particularly portrays men in a very negative light.’ After a little investigating, a great number of positive examples of healthy male role models within the media flooded in.
‘I never wanted to be one of those dads who were always away and never participating in their child’s life. Having Josh my son, was a complete reality check. Yes there were times I struggled to balance my needs for self-fulfilment with my willing commitment as a husband and father. But family comes first to me and I would never compromise that for what I can achieve professionally.’ (Pat Rafter)
‘Family is so important to me that work definitely takes second place. I love my life with my wife and kids and relish the time I spend with them. Nothing else takes precedence.’ (Ray Martin)
‘God, family, work - in this order I live my life. I would have nothing without God. I have everything with family, and work just fits in somewhere at the end. Work is something I have to do to keep the food on the table but family is something I enjoy and live for. I do not work at the cost of my family.’ (Mel Gibson)
No matter what is happening around us, teachers need to be reminded that the work they do is invaluable and that they and their work is highly valued. Those who care for our children need to feel also cared for. The community may need to demonstrate greater appreciation. Teachers are often unaware of the full extent of their individual influence on impressionable young minds and further more, just how much they are valued by students in later life. Teachers comments, attitudes and advice are sometimes carried well into a student’s adulthood and may even be responsible for shaping their future choices and destiny.
For those contemplating leaving the fold because they feel undervalued let the following comments from students who unreservedly speak about their most favoured teacher, remind us teaching is a gift. The recipient of this gift will treasure it, prize it and treat it as a reward for life. It’s an amazing profession to call your own. Here is a selection of student comments that demonstrate a gift treasured:
‘My grade six teacher was a favourite. He actually taught me to appreciate poetry. He would always encourage you to excel in the things you were good at and made you feel good about yourself.’
‘I really liked my English teacher in year nine and ten. He managed to broaden my horizons with the books that I read now. He would always provide us with an alternate reading list and we were encouraged to read books that others wouldn’t know of. It is thanks to him that I have I read a broad range of books today.’
‘My home room teacher was definitely the best. Above all, she was inspirational and never led us to believe that life was a bed of roses but encouraged us to keep trying.’
‘It had to be my English teacher from grade seven. She actually made history interesting by bringing the subject alive. One thing that sticks in my mind is that she encouraged us to remember that we were living what would become history.’
In every response the word ‘encouragement’ is integral. And no matter if the teacher, the subject of the response is a man or a woman, they had made an impact upon that one student. Encouraging a student’s development and knowing you play a major part in the process is a reward, gift and prize greater than what money can buy.
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