Despite the importance of early childhood education (ECE) in shaping children’s developmental trajectories, the underrepresentation of men in preschool teaching remains a persistent challenge across the world, particularly in majority world such as Nigeria. This study explores cultural and societal perceptions that contribute to gender stereotypes surrounding males as preschool teachers in Nigeria. We employ a qualitative research design grounded in Role Congruity and Social Role Theories and conducted semi-structured interviews with 20 preschool teachers (14 females, 6 males) from public and private schools in 2 Nigerian cities. Thematic analysis of the data using both inductive and deductive coding reveals predominate cultural beliefs that preschool teaching is a “woman’s job,” discouraging male participation and reinforcing societal expectations of masculinity. Findings show that social stigma, economic constraints, and concerns about male caregivers, particularly regarding appropriateness of physical contact, were key barriers to male involvement in preschool teaching. Participants suggested that supportive workplaces, targeted government policies, and financial incentives may be enabling factors to encourage male participation in the ECE sector. This study contributes to the growing literature on gender dynamics in ECE and offers implications for policy and practice for a more inclusive ECE workforce.
Ezeugwu et al. (Mon,) studied this question.