Male Preschool Teachers in a Traditionally Female-Dominated Profession: Evidence from Vietnam

Early childhood education (ECE) in Vietnam remains a heavily feminized profession, deeply influenced by traditional gender stereotypes. This study employs an explanatory sequential mixed-methods design, involving a survey of 256 male teachers and 12 in-depth interviews, to examine their career motivations and professional commitment. Regression analysis reveals that gender stereotypes (β = 0.585, p < 0.001) and professional experiences (β = 0.249, p < 0.001) are the primary predictors of commitment. Findings highlight a significant paradox: despite high intrinsic motivation and positive perceptions of institutional equity, long-term commitment remains low due to persistent societal prejudice and “hyper-visibility” pressure. The study concludes that while schools provide a supportive institutional environment, sustainable workforce diversification requires both institutional and societal efforts to address persistent gender stereotypes. The findings suggest that strengthening the recruitment and retention of male preschool teachers depends on promoting inclusive professional cultures, reducing gender-based stigma, and ensuring that professional recognition and career development opportunities are grounded in demonstrated competencies rather than gendered assumptions. These findings contribute to contemporary debates on gender, professional identity, and workforce diversity in early childhood education.