Male early childhood teachers in various school settings in the Philippines
Date of Publication
2-28-2019
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Early Childhood Education
Subject Categories
Early Childhood Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Adviser
Ma. Carolina G. De Ocampo
Defense Panel Chair
Thelma R. Mingoa
Defense Panel Member
Jasper Vincent Q. Alontaga
Maria Rita V. Tapales
Abstract/Summary
Numerous literatures stress the importance of having male teachers in the early childhood field, with the various existing perceptions on male early childhood teachers particularly in the Western countries. This concurrent explanatory research aims to see the current perceptions on male early childhood teachers across various school settings thru the lens of their co- teachers and school administrators. A sample population of 25 early childhood teachers from various school settings in Metro Manila a.) All-boys school b.) Traditional Co-ed School c.) two Progressive Schools d.) Small Preschool were used to see their insight and perceptions about the male early childhood teacher by completing Dr. Wood’s Teacher Perception of Gender-based Differences Among Elementary Teachers Survey Questionnaire (2012) which obtained the quantitative data and answered the interview questions which was used to gather qualitative data on this study to further explore the insights of the respondents with regards to their perception on the male early childhood teachers. Results showed that 1.) School Administrators and co- teachers have a positive perception on the male early childhood teacher which obtained a high mean score based on Dr. Wood’s teacher perception domain: Teacher to Self, Teacher to Student and Teacher to Teacher. 2.) T-test showed that there is no significant difference between the perceptions of the school administrators and the co-teachers towards the male early childhood teacher. 3.) The One-Way Analysis of Variance (ANOVA) showed that there is no significant difference among perceptions about the male early childhood teachers across various school settings. 4.) A Two-Way Analysis of Variance (ANOVA) showed that there is no significant difference in the perceptions of the school administrators and co-teachers across various school settings. 5.) Male Early Childhood Teachers are viewed as Professionals and Role Models in class.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG008205
Keywords
Male early childhood teachers--Philippines; Male teachers--Philippines; Early childhood education--Philippines
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Recommended Citation
Figueroa, J. M. (2019). Male early childhood teachers in various school settings in the Philippines. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/7167
Embargo Period
2-26-2025
