ABSTRACT
Teacher agency includes dispositions enabling teachers to achieve career and educational aims, a critical factor in men’s career trajectories in ECEC. Quantitative analysis of distribution of agentic traits shows persisters exhibiting higher resistance and self-assurance, while dropouts indicated higher self-reflection, evaluation, initiative, and assertiveness. Qualitative analysis revealed both similarities and differences of agentic traits between the groups. Initiative, assertiveness, intentionality, future orientation, and self-assurance were found in both groups. Persisters’ self-reflection focused on positive relationships with children. Dropouts were more likely to take advantage of fortuity for career advancement. Persisters’ resistance was often passive while dropouts more actively resisted work environments. A three-stage dynamic model of agency and career trajectory is presented. Entry into the workforce is characterised by self-reflection, initiative, and resistance. Adjustment at the second stage of induction is driven by either accommodation or a desire to change the workplace. At the third stage of continued employment, remaining in ECEC depends on successful self-appropriation of the profession or changing surroundings, while exiting relates to resistance to workplace culture. Thus, agency plays a critical role in men’s career decisions in ECEC through negotiating the work environment with personal and professional values.
