ABSTRACT
The data presented in Chapter 1 demonstrate that there is a considerable gender ‘imbalance’ in the teaching profession throughout the vast majority of the world. In most countries the imbalance is in favour of women, particularly in primary and lower secondary teaching. The exceptions to this are in the less economically developed regions of the world. This study addresses concerns in economically more developed countries about the low number of males who choose teaching as a career. In this chapter not only ‘the feminisation of teaching’ but also ‘the construction of masculinity in schools’ is examined. These issues are related to the central research question of the low proportion of men entering teaching. Data from a case study of entrance to teaching are used to illustrate the patterns.
