Exploring The Reasons And Countermeasures Of Gender Imbalance Of Structure Of Primary Teachers

Recently, shortage of male primary teacher leading the gender imbalance of structure of primary teachers becomes more and more obvious. The structure of teachers’ gender is the concept within theoretical framework of Educational Ecology, referring to the flexible but stable situation of structure of teachers’ gender. Current study collects data in one primary school in Chengdu. Qualitative analysis is the main method. Specifically, it contains literature review, fieldwork and interviews, and applies Social Identity Theory under the theoretical framework of Educational Ecology, to explore the reasons of gender imbalance of structure of primary teachers. Based on it, some possibly mitigating countermeasures are provided. This study is consisted of six sections. They are introduction, current situation, the reasons of gender imbalance of structure of primary teachers, the significance of gender balance of structure of primary teachers, possible suggestions to mitigate this issue, and research reflection. In the 1st section, there are four parts: backgrounds, definition of key terms, research aim and significance, and research methods. The 2nd section mainly presents the current situation of gender imbalance of primary teachers in China and worldly. In the 3rd section, through analysis of collected data and summary of previous findings, the reasons of gender imbalance of primary teachers are presented. They are the gap between male primary teachers’ expecting income and the real salary of primary teachers, the low social status of male primary teachers, the character of primary teachers suitable for female, the coming and leaving of male primary teachers, low self-identification of male primary teachers, and the influences of social and cultural traditions. The 4th section emphasizes the significance of gender-balance structure of primary teachers, which includes female teaching group goes against development of school education system, development of students’ knowledge, development of students’ behaviors, physical and psychological development, and construction of gender identification. Moreover, consistent female teaching group could label certain gender for this career. In the 5th section, some possible suggestions to mitigate this imbalance are provided. They are reasonably increasing primary teachers’ salary, increasing male primary teachers’ social status and self-identification, increasing the proportion of male students in normal university, guiding more males coming into the primary teaching positions, and maintaining in-service male primary teachers, decreasing the discrimination from society, and making the most of every male primary teacher during teaching process. The last section is research reflection. In short, it is not easy but time-consuming to change the gender imbalance of structure of primary teachers. Therefore, current study is to explore the reasons underpinning it, to let all relevant people to confront this problem, and accept it, and based on it, to control and mitigate this issue.