Date of Conferral

2016

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Yarosz

Abstract

According to the National Education Association, the number of teachers in the United States has decreased over the last 100 years and only 25% are currently male. Finding effective ways to increase the number of male teachers has remained challenging at the local level. This study compared the perceptions of male teachers and non-teachers regarding their motivation for entering their current professions and their perceptions of gender equivalence in the workplace. Popper's post positivism and Schutz's social constructivism were used as the theoretical frameworks. The study instrument was first piloted at a liberal arts university where a sample of 187 male participants answered questions about motivation and gender equivalence in the workplace. Once validated, the instrument was completed by a sample of 272 male teachers and non-teacher participants in the local school district. The responses were analyzed using descriptive statistics and chi square analysis. As a result of chi-square analyses comparing the survey responses between teachers and non-teachers, it was found that there were no statistically significant associations between the survey responses and group, and the majority of respondents in both teaching and non-teaching occupations believed that their current job was reasonably paid. Furthermore, both educators and non-educators believed that workplace gender equivalence was not necessary, but the vast majority of respondents indicated that teacher quality is a necessity. Implications for positive social change include providing research findings to the local administration on male employee perceptions and recommendations for continued research on workplace equivalence.

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