Voices Of Male Kindergarten Teachers: A Narrative Inquiry into their Roles and Challenges in Early Childhood Education

Abstract

In Baybay City, Leyte, Philippines, male kindergarten teachers are markedly underrepresented, mirroring a broader national and international trend of gender imbalance in early childhood education (ECE). This narrative inquiry explores the roles, challenges, and contributions of three male kindergarten teachers working in the Schools Division of Baybay City. Through two rounds of in-depth, semi-structured interviews with each participant and reflexive field notes, the study examines how these teachers navigate professional life in a female-dominated environment and how gender shapes their experiences. Thematic analysis of verbatim transcripts, supported by member checking, generated three central themes: (1) the struggle for acceptance, (2) acting as role models and expanding conceptions of masculinity, and (3) institutional and societal biases that affect practice and wellbeing. Findings indicate that, despite experiences of scrutiny and isolation, participants cultivate inclusive learning environments, serve as visible male role models for young learners, and actively negotiate their professional identities. The study argues for gender-responsive supports—such as mentorship, targeted professional development, and community engagement—that are sensitive to local cultural norms in Baybay City. It also highlights the need for further Philippine research that situates male ECE teachers within broader Filipino gender studies and education policy debates.