Lived Experiences of Male Teaching Interns in an Early Childhood Classroom Setting

This study examined the lived experiences of male teaching interns in early childhood education settings, particularly focusing on the challenges they faced as a gender minority in a predominantly female profession. Employing a descriptive phenomenological approach, the research was conducted at Cebu Normal University and utilized Colaizzi’s method for data analysis. Through in-depth, semi-structured interviews with ten male teaching interns assigned to handle learners from preschool to Grade 3, the study explored how societal norms, gendered expectations, institutional culture, and classroom dynamics shaped their professional development. The findings revealed that male interns constructed their professional identities through real-life teaching responsibilities, interactions with mentor teachers, and engagement with young learners, all while negotiating issues of stereotyping, cultural bias, and limited male representation. Many interns described their roles as opportunities to break gender norms and act as positive male role models, although they also experienced increased scrutiny, emotional fatigue, and feelings of isolation. Support systems such as collaborative learning, reflective journaling, and guidance from mentors were identified as crucial in helping them cope and grow professionally. The study suggested that teacher education programs must intentionally incorporate inclusive practices, gender sensitivity training, and male mentorship networks to better prepare and retain men in early childhood education. These insights contribute to the broader discourse on gender diversity in education and offer practical implications for developing supportive policies and practices that promote equity, inclusion, and retention of male educators in early learning environments.