WHY MEN BECOME PRESCHOOL TEACHERS AND HOW THEY PERSIST: CROSS-NATIONAL INSIGHTS FOR STRENGTHENING MALAYSIA’S PRESCHOOL WORKFORCE

Abstract

Across the world, men remain significantly underrepresented in early childhood education (ECE), a field still perceived as feminine and closely linked to nurturing roles. This gender imbalance not only reinforces stereotypes but also limits children’s exposure to diverse role models during their formative years. Drawing insights from two international studies,one conducted in Croatia and another in Türkiye,this paper explores why men enter preschool teaching and how they sustain their careers in a female-dominated environment. The Croatian study highlights intrinsic motivations such as passion, compassion, and a desire to contribute to society, while the Turkish study reveals coping strategies that help male teachers navigate parental skepticism and cultural conservatism, including trust-building and professional competence. When related to Malaysia’s context, where male preschool teachers exist in small but growing numbers and parents tend to prioritize quality over gender, the findings signal room for meaningful progress. This paper argues that Malaysia can strengthen gender diversity in ECE by framing teaching as a shared vocation, preparing male educators to manage cultural perceptions, and embedding inclusivity in national policy,thereby redefining preschool education as a balanced, respected profession for both men and women.