Understanding the Underrepresentation of Male Teachers in Nigerian Secondary Schools: A Case Study of Enugu State (2014-2024)

Stephen Olisaemeka Chukwunweolu, Samson Chinonso Anierobi, Obumneke Titus Ugwuanyi and Peter Chukwuma Nweke
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Stephen Olisaemeka Chukwunweolu: University of Nigeria, Nsukka
Samson Chinonso Anierobi: University of Nigeria, Nsukka
Obumneke Titus Ugwuanyi: University of Nigeria, Nsukka
Peter Chukwuma Nweke: Ebonyi State University, Abakaliki

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 195-203

Abstract: This study x-rays the decline in number of male teachers in Nigeria’s secondary schools, highlighting the gender dynamics that influence the teaching profession. The role teachers play in the education sector of every country is paramount in nation building. There is a noticeable decline in male participation particularly at the primary and secondary schools’ levels in Nigeria. The research questions that this study seeks to answer include: Why are male teachers underrepresented in the Nigerian Secondary schools? Secondly, how does the gender imbalance among secondary schools’ teachers in Nigeria affect the educational experience of the students? Thirdly, what are the strategies to be employed in combating male teachers’ underrepresentation and promoting gender balance in the teaching workforce of Nigerian secondary schools? Using social role theory and intersectionality as theoretical frameworks, the study examines cultural, economic, and social factors contributing to the underrepresentation of male teachers in secondary schools. Key findings reveal that low remuneration, social stereotypes, and cultural expectations deter men from pursuing teaching careers in Nigeria. Many view teaching in secondary schools as a low-status career, predominantly associated with caregiving roles traditionally assigned to women. This study employs a mixed-methods approach, incorporating quantitative data from surveys of 15 secondary schools in Enugu State and qualitative insights from semi-formal interviews with male teachers and non-teachers to attend to the research questions. The results showcase a significant gender imbalance, with female teachers constituting 67% of the surveyed workforce. This underrepresentation has negative implications that include; limited access to male role models for students and increased workloads for the remaining teachers. To address this, the study recommends public engagement initiatives to challenge the cultural and societal norms and promote gender balance in teaching, emphasising the importance of male participation in education for the wholistic development of students and fostering an inclusive educational environment in Nigeria.

Date: 2024
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