Assessment of the Proportion of Men in the Number of Teaching Staff in Schools

The purpose of the study. One of the urgent problems of the development of the regions of Russia is to increase the efficiency of regional systems of general secondary education. At the same time, it is necessary to take measures to reduce the gender gap in the personnel of modern schools. In order to understand the gender gap that has developed in the regions, it is advisable to conduct a comparative analysis of differences between regions based on specific indicators. At the same time, it is necessary to take into account the existing differentiation of the proportion of male teaching staff by age. The purpose of our study was to evaluate the indicators characterizing the share of male teachers of different age groups in the total number of teaching staff of schools in the regions of Russia. These indicators were the shares of the number of men of five age groups in the total number of school-teachers in these age categories in 2020.
Materials and methods. The study used the methodological approach proposed by the author, based on the consideration of specific indicators describing the proportion of male teachers of different ages working in general education schools in the total number of teaching staff of such schools. The study included five stages. The study used official statistical information for all regions of Russia. This information reflects the results of a federal statistical survey conducted by the Ministry of Education of the Russian Federation. The density functions of the normal distribution were used as models. The study used methods of statistical analysis and, in particular, ANOVA. The study carried out mathematical modeling of the distribution of the considered indicators by regions of Russia.
Results. The study proved that there is currently a significant feminization of secondary education in our country. The conducted modeling of empirical data demonstrated that the values of indicators characterizing the share of male teachers in the total number of teaching staff of schools depend on the age of teachers. The maximum value of the indicator was noted in the age group up to thirty years. With increasing age, the values of indicators decrease and reach a minimum in the age group from forty to forty-nine years. At an older age, the proportion of male teachers increases. The article discusses the regional features of the formation of the teaching staff of schools. Regions with minimum and maximum values of each of the five indicators were identified.
Conclusion. The proposed methodological approach and the results obtained have a scientific novelty, since the assessment of the territorial features of the gender structure of school-teachers in the regions of Russia has not been carried out before. The methodological approach presented in the article to the assessment of the gender structure of the teaching staff of secondary schools based on the proposed methodology can be used in further research.

1. Davis I., Hay S. Primary masculinities: how male teachers are regarded as employees within primary education – a global systematic literature review // Sex Education. 2018. № 18(1). С. 280–292.

2. Moosa S., Bhana D. Masculinity as care: men can teach young children in the early years // Early Years. 2020. № 40(1). С. 1–15.

3. Lahelma E. Gender awareness in Finnish teacher education: an impossible mission? // Education Inquiry. 2011. №. 2(2). С. 263–276.

4. Martino W. Male Teachers as role models: addressing issues of masculinity, pedagogy and remasculinization of schooling. The Ontario institute for studies in education of the University of Toronto. 2008. № 38(2). С. 189–223.

5. Saigol M., Danish S. Feminisation of teaching: factors affecting low male participation in early childhood teaching at private schools in Pakistan // Journal of Education and Educational Development. 2016. № 3 (2). С. 147–178.

6. Nayoung H., Fitzpatrick B. Male teacher assignment and teacher turnover in elementary schools // AERA Open. 2021. № 7(1).С. 1–14.

7. Mcgrath K., Moosa S., Van Bergen P., Bhana D. The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers // The Journal of Mens Studies. 2019. № 28(2). С. 1–16.

8. Rabelo A. Discriminated teachers: A study of male teachers in the early grades of primary school // Educação e Pesquisa. 2013. № 39(4). С. 907–925.

9. Cruickshank V., Kerby M., Baguley M. How do Pre-Service Male Primary Teachers Cope with Gender Related Challenges? // Australian Journal of Teacher Education. 2021. № 46 (1). С. 74–88.

10. Cushman P. Let’s hear it from the males: Issues facing male primary school teachers // Teaching and Teacher Education. 2005. № 21(3).С. 227–240.

11. Wood T. Teacher Perceptions of GenderBased Differences among Elementary School Teachers // International Electronic Journal of Elementary Education. 2012. № 4(2). С. 317–345.

12. Faulstich-Wieland H. Should Male Primary School Teachers be There Principally as Role Models for Boys? // Universal Journal of Educational Research. 2013. № 1(2). С. 65–73.

13. Mulholland J., Hansen P. Men who become primary school teachers: An early portrait // AsiaPacific Journal of Teacher Education. 2003. № 31(3). С. 213–224.

14. Martino W., Kehler M. Male teachers and the «boy problem»: An issue of recuperative masculinity politics // McGill Journal of Education. 2006. № 41(2). С. 113–131.

15. Zakharova Ye.YU., Porsh L.A. Feminization of Russian education: stages of formation. Gumanitarnyy vektor = Humanitarian vector. 2016; 11(1): 58-62. (In Russ.)

16. Ryazantsev A.A. Return men to school. Nauka i Shkola = Science and School. 2018; 5: 189-192. (In Russ.)

17. Semenova L.E. Features of self-presentation of male teachers of secondary school. Psikhologicheskaya nauka i obrazovaniye = Psychological science and education. 2008; 13(1): 82–89. (In Russ.)

18. Sayenko L.A., Sumenko L.V. Feminization of the Modern Russian School. Aspirantskiy vestnik Povolzh’ya = Postgraduate Bulletin of the Volga Region. 2012; 12(7-8): 137-142. (In Russ.)

19. Otchet po forme federal’nogo statisticheskogo obsledovaniya № OO-1. Ministerstvo obrazovaniya Rossiyskoy Federatsii = Report on the form of the federal statistical survey No. OO-1. Ministry of Education of the Russian Federation. 2022. [Internet]. Available from: https://docs.edu.gov.ru/document/ed3ca74f26a1dc055a313991f66d2fa3/. (In Russ.)

20. Pinkovetskaia I. Estimation of the share of women in the number of students of higher educational institutions: data by regions of Russia // Perspectivas em Diálogo. 2022. № 09(19). С. 7–20.

21. Pinkovetskaia I., Nuretdinova Y., Nuretdinov I., Lipatova N. Mathematical modeling on the base of functions density of normal distribution // REVISTA DE LA UNIVERSIDAD DEL ZULIA. 2021. № 12(33). С. 34–49.

22. Ostertagova E., Ostertag O. Methodology and Application of One-way ANOVA // American Journal of Mechanical Engineering. 2013. № 1(7). С. 256–261.