The General Teaching Council - Essay Example

? Recent figures from the General Teaching Council for England * suggest that one quarter of primary schools have no male teacher. Does this matter? Examine the evidence and the implications. Name: xxxxx School: xxxxx Course: xxxxx Instructor’s name:xxxxx Due Date: xxxxxx Introduction In the field of teaching, work force feminisation is occurring, which leads to distinct changes in the gender structure of primary to secondary teachers (Lewis, Butcher & Donnan, 1999). Traditionally, the profession of teaching has been regarded as less suitable career for men and more suitable for women, thus the male teachers in the primary schools have been regarded morally suspect (Tubbs, 1946), out of place (Kaplan, 1947) or someone who should be actively dissuaded from making such a career choice (Levine, 1977). For this reason, the primary teaching is seen as a feminine career and men tend to avoid working with young pupil for the fear that they will be accused of paedophilia. However, it is analyzed by the experts that it is particular for boys to have positive male role models as they grow up. The current situation of male teachers in the primary schools shows that children do not have regular contact with any adult man until they are 11 years old, in their secondary school (Lipsett, 2009). While looking from the perspective of boys, primary school boys distinguish the strength of both sexes. Around 48 percent believe that male teachers set good examples for them in particular. 28 percent boys say that they understand male teachers better and the same percentage of the boys agree that these teachers are someone to be relied upon for good advice (Ttrb, 2007). Evidence From generations it has been the tradition that women have domination in primary school teaching. However, the epidemic is spreading in the secondary schools as well (Matheson, 2007). According to the National Association of Head Teachers (1995), ten percent of BEd students and just about twenty percent of primary students are male. For this reason, the Teacher Training Agency (TTA, 1996) has shown their concerns about the gender imbalance in primary teaching (Thornton, 1999). The statistics that are released by the General Teaching Council show that only 125, 361 of 502, 562 registered teachers are men. This makes 25 percent of the total teachers population and among them vast majority works either in secondary schools or in further education. In 2009/2010, in primary school, male teachers made up 12.5 percent of the staff compared with the 13 percent of the previous year. However, two decades earlier, out of ten teachers four were men (Clark, 2010). In England, in the year of 2008/2009, a survey showed that 4700 primaries, 28 percent, have no male teachers at all. This information was also verified by the freedom of Information Act (Lipsett, 2009). Moreover, six of the secondary schools have no male teachers (Clark, 2010). According to the annual digest of statistics (2009-2010), in England 97 percent of the nursery teachers out of total are females whereas, the rest 3 percent are males. Moreover, it is seen that 88 percent of the primary teachers are females and 12 percent are males. This shows the complete gender discrimination in the teaching profession. The same report shows that in 2008 the registered female teachers in England were 74.2 percent, in 2009 and 2010 it was 74.4 percent and 74.6 percent respectively. On the other hand, in 2008 the percentage of male teachers registered was 28.5. In 2009 and 2010, the percentage was 25.6 and 25.4 respectively (General Teaching Council for England, 2010). The same report shows that in 2008, the percentage of females registered and in service teachers was 74.3 and the percentage of male teachers was 25.7. The trend of the service remains same as in the year of 2009 and 2010 the female teachers were 74.8 and 75.1 correspondingly the ratio of males was 25.2 and 24.9 in the respective years (General Teaching Council for England, 2010). Reasons why males do not join the primary schools and its results Reasons: It is stated that the decline in the male teacher’s availability is linked to the attraction of other graduate jobs as well as the fear of over allegations of inappropriate behaviour and society’s ‘paranoia’ concerning paedophiles. However, now the worldwide recession will lead to increase the ratio of men applying to become a teacher. Nevertheless, as the recruiters are women, it is possible that the men face barriers for being accepted on teacher training courses. Such implications are reducing the male teachers in secondary schools at a very fast rate (Clark, 2010). The other important factors that are suggested by Farquhar (1997) that limit the male participation are; the primary teachers are offered low social status and poor wages as compared to the work they do. Due to poor wages, these teachers have poor social status. Moreover, those who are not seeking administrative roles, they have limited career path. In the society, primary male teachers were usually known as not real men. Results: Chief Executive of TDA said: “Previous research has shown that parents want to see more male primary teachers, and now pupils are echoing that. We agree with them. Both male and female authority figures play an important role in the development of young people, and we want the teaching workforce to reflect the strengths of our diverse society”. "The number of men applying for primary school training courses increasing but not quickly enough. Entry to primary training courses is very competitive, reflecting the rewards that this job offers - an incredibly diverse role, competitive pay and benefits, excellent progression opportunities, and the most valuable reward of helping young people grow and flourish (Ttrb, 2007).” Training and Development Agency (TDA) for Schools finds in a survey that three quarters (76 percent) of boys, aged 8 to 11, favours having teacher of both genders. This survey was carried out with a sample of 603 children, aged 8 -11, by YouGov Plc in June 2007. It found that currently out of five boys, two boys have no male teacher, and out of 12 only 1 have been taught by a man. The survey also reveals that English primary schools have an average of just three male teachers, with one in 10 having no male teachers at all (Ttrb, 2007). The survey also reveals that boys admitted that in the presence of a male teacher they behave in a better way (51 percent) and comparatively work harder (42 percent). Many boys (44 percent) reported that male teachers help them to enjoy schools more and 37 percent feel more confident about themselves with male teachers. The survey results show that one in four boys declare man as their favourite teacher, and 30 percent would like their own father to become a teacher. Moreover, 14 percent said that they would like to be a teacher when they grow up (Ttrb, 2007). Implication According to academic research, it is the mentality of the males that teaching young children is women’s work. However, the research centres for education believe that if the same statistics continue to prevail, then there is a danger that boys would grow up thinking that education is also feministic. On the other hand, when it comes to reading, the young boys might think that it is related to female teachers whereas male teachers have different interests (Paton, 2010). According to the psychologist, to provide positive role models for the boys, male teachers are very essential. It is also deduced that male primary school teachers are mostly reliable and stable figures in the lives of the children they teach. In the presences of male teachers, the children feel more confident and behave better; such behaviours can lead them to work harder (Paton, 2010). On the other hand, it is debated that male teachers do not have such an important role in the lives of the children; they can have role models at their homes. However, this is not possible for most of the today’s families, as the traditional family unit is breaking down into single-family parent with no male figure at home (Paton, 2010). Keeping in mind such scenarios, The Training and Development Agency (TDA) has organized more direct and male centred recruitment campaigns so that they can have more men in the classrooms. Their efforts became successful as more male applicants came forward in the year 2008. According to TDA, because of their launched campaign, the downward trend was halted and in 2001-2002, around 1500 men began primary teaching training. Therefore, in 2008-2009 the number has risen to 2341 (Lipsett, 2009). The Training and Development campaign emphasises upon the good salary rewards and career path for teachers. They are also given the reward of shaping the young lives. Primary taster courses, especially for men, are also introduced by TDA in which the serving male teachers act as teaching advocates and teacher training funding help them to recruit and retain male applicants (Lipsett, 2009). Conclusion Almost one million of the primary schools are taught without male teachers, adding the concerns for the performance of boys, in the classroom. It is seen that the lack of male role models from single-parent homes, with the custody of their mothers, can give a silent negative signal to boys about the importance that is attached to their education (Garner, 2009). Figures published by General Teaching Council (GTC) shows that out of four schools only one school has registered male teachers and in nursery schools, only two men of 25 years are working in the whole country. Approximately, in England only one quarter of the schools have male teachers. Keeping the track of the primary schools, the ratio of the male teachers in secondary schools is also decreasing. Therefore, it is feared that the young children are likely to have their entire education without experiencing the benefits of being taught by man. According to an official study, pupils work hard with male teachers and they make more efforts to please them. Young students display greater self-esteem in the company of the male teachers and they believe that with them they are treated more fairly. It is also been said in the study by Kent University that women teachers are holding back boys by scolding them for their typical male behaviour (FMWF, 2010). Such behaviour of the female teachers has made the boys to show under achievement in relation to the girls in the primary schools (Williams, 1995). Looking that the need of the students, Training and Development Agency (TDA) has tried to overcome this lack. They have started certain training programs, especially for the male teachers, so that they can enhance their career in this particular field and serve the young blood in a better way. References Clark,L. (2010). Quarter of primary schools have no male teachers: fears over vanishing role models as trend worsens. Accessed on 23 March 2011 from http://www.dailymail.co.uk/news/article-1308516/Quarter-primary-schools-male-teachers.html Farquhar, S. (1997). Are male teachers really necessary? Paper presented at NZARE Conference, Auckland, New Zealand, December 1997. FMWF, (2010). Pupils make more effort with male teachers as they are seen as ‘more fair’. Accessed on 23 March 2011 from http://www.fmwf.com/media-type/news/2010/11/pupils-make-more-effort-with-male-teachers-as-they-are-seen-as-more-fair/ Garner, R. (2009). 1 in 4 Primary Schools has no Male Teachers. Accessed on 23 March 2011 from http://www.independent.co.uk/news/education/education-news/1-in-4-primary-schools-has-no-male-teachers-1792912.html General Teaching Council for England (GTCE) (2010) Annual Digest of Statistics 2009-10. Accessed on 23 March 2011 from http://www.gtce.org.uk/documents/publicationpdfs/digest_of_statistics0910.pdf Kaplan, L. (1947). The status and functions of men teachers in urban elementary schools. Doctoral dissertation, University of Southern California. Levine, J.A. (1977). Redefining the child care problem: Men as child nurturers. Child Education, 54, 55-61. Lewis.E, Butcher.J & Donnan.P, (1999). Men in Primary Teaching: An Endangered Species? Accessed on 23 March 2011 from http://www.aare.edu.au/99pap/but99238.htm Lipsett, A. (2009). Primary Schools Lack Male Teachers. Accessed on 23 March 2011 from http://www.guardian.co.uk/education/2009/mar/23/male-teachers-primary-schools Matheson, I. (2007) Current Demographics in the School Teaching Population in Scotland. Accessed on 23 March 2011 from http://www.gtcs.org.uk/web/FILES/FormUploads/current-demographics-in-the-school-teaching-population-in-scotland1763_324.pdf National Association of Head Teachers (1995) Early Years Education: The Entitlement To Quality, NAHT, London. Paton, G. (2010). No male Teachers in Quarter of Primary Schools. Accessed on 23 March 2011 from http://www.telegraph.co.uk/education/primaryeducation/7978146/No-male-teachers-in-quarter-of-primary-schools.html# Teacher Training Agency (1996), Invitation to Bid for Initial Teacher Training Allocations for 1997/8, 1998/9 and 1999/2000, TTA, May. Thornton, M. (1999). Men into primary teaching: who goes where? Dilemmas of entry, survival, and career prospects. Accessed on 23 march 2011 from https://uhra.herts.ac.uk/dspace/bitstream/2299/555/1/900772.pdf Ttrb. (2007). Accessed on 23 March 2011 from http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=13614 Tubbs, E.V. (1946). More men teachers in our schools. Schools and Society, 63, 394. Williams, E. (1995) Lapped by Girls, TES2, July 14, p3-4. Read More