Byron L. Meek

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Teaching & Learning


Procedure: The problem of this study was to identify and describe the perceptions male primary school teachers hold about themselves and their profession. Through this, the professional status and potential for increasing the number of male primary teachers was determined.

Procedure: The research population consisted of the. twenty male primary teachers in the public school systems of Minneapolis and St. Paul, Minnesota. The data for this study was obtained through in-depth personal interviews which were based on an original questionnaire designed for the specific purpose of this study. A summary of responses given to each question was followed by an interpretative discussion.

Conclusions: The findings of this study suggest .he following conclusions: 1. Although there are relatively few men currently teaching at the primary level, those who dc are older and quite stable professionally. 2. The male primary teacher is very content with his career, and expects to continue teaching at the primary level. 3. Very few male primary teachers are interested in becoming school administrators. 4. The male primary teacher generally feels his salary is adequate. 5. The vast majority of male primary teachers think that increasing their number would help the education system, and would be most supportive of this change occurring. 6. One means of increasing the number of male primary teachers would be for the university teacher-education programs to become more sensitive to the needs of male undergraduates and encourage more men to ' consider primary-level teaching. 7. The major problem encountered by male primary teachers is their sense of loneliness and isolation coining from the absence of male associates. 8. Male primary teachers are keenly aware of their uniqueness in being members of a profession, typically reserved for females. 9. Male primary teachers receive the greatest extent of approval from their students, the students’ parents, their peer groups, and from themselves. 10. The least amount of approval emanated from female colleagues of the male primary teachers, and from their school administrators.