KEY POINTS:
The dearth of male primary school teachers bedevils many countries besides New Zealand. Several have asked high-powered investigative committees to examine the situation and supply answers. All have agreed that children need to have positive role models of both sexes and that school environments should reflect society more
comprehensively. Not one, however, has been able to come up with a ready-made solution.
The issue has been highlighted by the release of a study by Canterbury University health education lecturer Penni Cushman which highlighted some primary school principals' preference for heterosexual, rugby-playing "real" men. Ms Cushman believes society needs to be more accepting of a greater range of men in schools if the number of male primary school teachers is to rise. She is backed by the Teachers Council, which says the important thing is being a good teacher, not being a heterosexual.
Indeed, merit should be the paramount criterion for employment. Yet that does not address the conundrum that some principals, and most parents, want men because of what they offer uniquely as men. It is important that they bring a different perspective to the classroom and to the playground, one associated with the strong, positive male.
One principal who, according to Ms Cushman's research, referred to the "limp" handshakes of two male teachers who appeared ineffectual and wussy during job interviews, clearly believes this is crucial. The two job applicants would not, in his view, provide that different perspective. The principal hired two strong females.
Making that distinction does not necessarily represent a surrender to homophobia. It simply recognises that strong role models, irrespective of gender, are in demand over those with less presence, whatever their sexual orientation. In the classroom, women can tend towards an emphasis on serenity, while men may exhibit a greater tolerance for noise and activity.
More importantly, they provide a role model, especially for children from single-parent families. From this "father figure", children learn a male perspective on life that is often unavailable elsewhere. For some boys, it may also be a big factor in improved educational achievement. For boy and girl alike, there is a lesson in how to feel confident with men. For such reasons, and quite understandably, only 29 per cent of principals deemed that a male role model also needed to be a good teacher.
The greatly increased number of single-parent families is the major reason the drop in the number of males - from 42 per cent of the primary teacher workforce in 1956 to 18 per cent in 2005 - is a matter of such concern. A response is demanded here, as overseas. If nothing is done, an idea that primary education is women's business could become self-perpetuating. Throw in the heightened male-teacher fear of being labelled a paedophile or accused of sexual abuse, and the threat increases.
Surmounting this must come down to making male teachers believe their job is particularly worthwhile. Some useful steps have been taken. Pay parity with secondary teachers took away one grievance. The pluses of teaching should also be emphasised. Male teachers have strong promotion prospects, if only because of their rarity, and they do a job that has a variety, stimulation and challenge denied many occupations. Increasingly, the public is also acknowledging the importance of the male in the primary school classroom. That must be shouted from the rooftops if suitable male role models are to be attracted to the profession. Now more than ever.
