Male Teacher Representation in Early Childhood Care Education Profession
Dr Kabelo Ramolula, Prof Matseliso Mokhele-Makhalwa

Abstract
Early Childhood Care Education seems to be globally dominated by female educators. The purpose of the study was to explore the absence of male teacher representation in Early Childhood Care Education and strategies that could be employed to attract more male educators into the profession. The study adopted a constructivist paradigm and qualitative approach. Data were generated from the review of literature on male teacher representation in Early Childhood Care Education and analysed qualitatively. Derrida’s deconstruction theory formed the theoretical framework for the investigation. The study revealed that most people do not approve of male teachers taking care of children in early childhood. The study concluded that most men do not like to teach at that level because parents are skeptical about them. However, some men still prefer Early Childhood Care Education as a profession provided society supports them.

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