Factors dissuading male faculty of education students from entering into the teaching profession at the primary level

The disproportionate ratio between males and females in teaching today is well documented. Statistics from the Elementary Teachers Federation of Ontario state that, in the 2005/2006 school years, 81% of elementary school teachers were female and just 19% were male (Elementary Teachers Federation, 2007). The purpose of this study was to determine factors that dissuade men from entering into the teaching profession at the primary level of education.;This project investigated the current mindset of beginning teachers regarding gender stereotypes. It reported on their motives and rationale for deciding on their initial level of teaching. Their perspectives were of particular importance given the current shortage of men entering the teaching profession.;The findings indicated a definite shortage of male teachers in both primary teacher education programs and in the classroom. Recommendations for further exploration are suggested for policy makers, administrators, and education faculties wishing to increase male recruitment to primary teaching.;Demand for male teachers at the primary level may be high, but in most teaching programs, the perennial shortage of male applicants into the primary level continues. This research examined the factors influencing male faculty of education students to pursue a career in which they teach at the intermediate/senior level versus the primary level of education. The relationship between gender attitudes and the perceptions of male and female teachers working at the elementary level was analyzed.