An Exploratory Study on the Factors Which Influence Professional Motivation in Male Early Childhood Teachers

This explatory study aims to investigate the factors which motivate men to enter and remain as teachers in early education field, and to encourage male involvement in early education by sharing the collective wisdom of experienced male teachers. The researchers also aim to inform childcare center directors and recruiters about the advantages of having males as teachers in order to bring real diversity and equality into the early childhood education. A descriptive case study method was employed in the study to gain in-depth understanding of the issue. Using purposive sampling seven male teachers were selected to participate in the study. The data was collected through semi-structured interviews. The results revealed that prior experience with children, being parent, wanted to help children, relationship with the co-worker, and the workplace environment are the main categories that affected males to enter and stay in the profession.