In their Own Voices: Ghanaian Male Kindergarten Teachers' Experiences and their Professional Identity Construction

Abstract

The study explored the experiences and professional identity construction of male kindergarten teachers in Ghana, a highly underrepresented group in the early childhood education space. Using the phenomenological design, in-depth interviews were conducted with five male kindergarten teachers from two districts in Ghana. The narratives were analyzed [FQ1] through thematic analysis using the MAXQDA 2020 software to deduce common themes related to motivation, societal perceptions, identity negotiation strategies, and challenges. Findings revealed intrinsic motivations like passion for child development and extrinsic factors like parental recognition drove these men into kindergarten teaching. However, they encountered gender stereotypes questioning their intentions and capacity. Despite challenges, male teachers actively constructed empowering professional identities by embracing caring approaches, highlighting unique contributions, negotiating masculinity, developing expertise, and fostering supportive relationships. Continuous learning, peer support, self-motivation, and adaptability to changing landscapes emerged as key influencers. Notable challenges included lack of teaching resources, inadequate professional development, low prioritization of early childhood education, and negative societal attitudes towards male kindergarten teachers. The study recommends targeted mentorship, advocacy campaigns, curriculum reviews, resource allocation, policy incentives, among others to support and promote males in the early childhood education space.