The Lived Experience Of Male Early Childhood Teachers
Volume 3 - Issue 6, June 2019 Edition
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Author(s)
Noremay B. Perez
Keywords
male teachers, Early Childhood Education, lived experience
Abstract
Researches indicate that the involvement of male teachers in Early Childhood Education is beneficial, yet they covered a little percentage of the total population of teachers. Relatively, minimal research has been conducted on the perception of male teachers on their teaching experience in early childhood Education. The purpose of this descriptive phenomenological study was to describe the lived experience of male working as Early Childhood teachers. Using purposive sampling, five (5) male ECE teachers participated in the study who met the criteria of having at least three-year teaching experience in Early Childhood Education and able to describe and narrate their experience as ECE teachers. All data were collected through in-depth interviews. Data analysis suggested five (5) main themes including the burning passion, the exhausting beginning, a challenging profession, a fulfilling profession, and the questioning society. This study revealed that participants viewed their experience as both challenging and fulfilling, questioned by society but fueled by the passion to teach children.
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