Men account for about 23% of elementary and secondary teachers in public schools, down from 30% in 1988, according to the National Center for Education Statistics. This statistic prompted the Male Educator Network & Policy Institute (MEN), the American Institute for Boys and Men and the National Opinion Research Center at the University of Chicago to survey male teachers about what attracts them to the profession — and what keeps them there.

Why Men Become Teachers

MEN recently released the results of an online survey of 145 practicing male teachers, which precedes a more comprehensive report to be released in the fall. The survey revealed that 78% of participants went into the profession to make a difference in children’s lives, and 74% said education can make the world a better place. Among men who worked with children when they were teenagers, 75% agreed that experience influenced them to become a teacher.

Many survey participants said others encouraged them to join the profession: 86% said a former teacher encouraged them, and 60% had a male teacher encourage them. Of those who were encouraged by a male teacher, 69% found this to be a “very” or “extremely” effective recruitment strategy. Although only 25% encountered recruitment specifically targeted toward men, 72% said it helped to convince them to join the profession.

Curtis Valentine, founder and president of MEN, says these results underscore the importance of male mentorship. “We see men in the profession as a good place to start [recruiting] — to speak highly of education to your students, to speak firsthand about what it means to be a teacher,” he explains. “[It’s also important] for communities and families to give young boys opportunities to get involved in the lives of those younger than them as camp counselors or as babysitters.”

Jeffrey Bradbury, a middle school digital media educator in Connecticut who began his career as a music teacher and orchestra leader, says that his elementary and high school orchestra teachers were major influences. “I always say I wouldn’t have the life I have without those two,” he notes. And he hopes to pay it forward to his male students. “I try to find a couple from the herd each year and push them in the right direction,” he adds.

More than half of the survey participants agreed that financial aid or loan forgiveness specific to the major (55%) and mentorship from other men during student teaching (52%) was or would have been helpful during the recruitment process. Many also cited various job perks as reasons for entering the profession: 72% valued a work schedule compatible with their family and personal life, 68% cited reliable income and benefits, and 60% expected job security and a steady career path.

How Male Teachers Are Treated

When men enter the teaching profession, many don’t feel welcomed or like they can be their authentic selves, Valentine says. “Those who do push through feel left out or feel like they’re marginalized,” he adds. “How do we build brotherhood around teachers, especially men, who are underrepresented in many districts? How do we build community across districts, across states and across the country?”

MEN has launched chapters on college campuses to help build that community of male education students. Some say they’re the only male education students in their schools, Valentine notes. That minority status continues once they get their degrees and head out into the working world, he says. “When you get into a school building, stereotypes abound that men have to push up against,” he explains. “Do you teach gym? Are you more disciplinary and less nurturing? Can you teach early childhood?”

Tim Needles, a technology integration specialist at Smithtown Central School in New York and a former art and STEAM teacher, says that he is used to female-dominated environments but hadn’t realized how much the percentage of male teachers has declined. “There’s obviously a general teacher shortage,” he says. “The occupation is just not as secure as it once was.... The job has also become way more politicized than it used to be.”

From early in his 27-year career, Needles, winner of a 2024 ISTE “Making It Happen” award, recalls an “old boys’ club” in which many men were recruited upward into leadership, which he theorizes might have been “one of the alluring factors” in past decades that kept some males in the profession. But he doesn’t want to resurrect that dynamic. 

“I was never included in that, but I did see it,” he admits. “Now, things have become more democratic. I celebrate female leadership, but it’s interesting, when you look at the data, how many fewer men there are.”

Why Recruiting and Retaining Male Teachers Is Difficult

Economic factors make some young teachers hesitant to remain in the profession, observes Bradbury, whose wife is also a teacher. “In many households, one person is a teacher, but not both,” he notes.

Cole Turner, director of teaching and learning at Concordia International School in Hanoi, Vietnam, has known men who left the profession for higher pay or prestige. He says having men involved in districts’ recruiting processes would help.

“[It could help] to show better pathways for advancement, if that’s something that would potentially hold somebody back — if they’re not seeing the big payoff further down the line,” he reasons. “If there’s a little more intentionality around recruiting online in places where males tend to go more, whether it’s sports-oriented or something like that, it could be a way to attract more men.”

As someone who helped set up the new teacher orientation in a previous district, Bradbury also believes proper welcoming is vital for any teacher, but especially those in the minority. “Whenever [new male] teachers walk into the building, I’ll always say, ‘Hey, how are you doing?’ Setting up a system with a buddy or a mentor is vitally important,” he believes.

The ability to serve and be recognized as professionals is important to male teachers, argues Michael Harvey, director of artificial intelligence in teaching and learning at Lytton High School in Gisborne, New Zealand.

“It’s definitely not the money. The money is OK in New Zealand, but it’s not amazing,” he says. “The idea of serving my community, I see that as being important. . . . And also, it’s the professionalism: the idea of keeping teacher agency at the heart. You’re in control of your classroom rather than government edicts around how to teach.”

Benefits of Male Teachers

According to research analyzed by The Hechinger Report, a teacher's gender does not meaningfully alter academic or behavioral outcomes for young students. But many believe male teachers provide students vital mentorship — a role that is deeply rewarding for the men themselves. Atlanta-based education consultant James Campbell, who taught history for nearly 20 years, remembers a coach and math teacher who had a particularly positive influence on his life. “I wanted to be that person who filled the gap for students who might be struggling, as people did for me,” he recalls.

Campbell felt a calling to be a role model for the boys in his classes, and says parents appreciated “that this person cares about my child, and they’re going to help my child be successful.” He recalls parents over the years who expressed gratitude to him, saying, “It’s good to have a man in the classroom space.”

At one school, Campbell was the only Black male teaching a core subject area, and one colleague said to him, “It’s important that our students see a Black man in a position of authority, as a teacher,” he notes. “Schools need to make sure they’re generating some type of belonging, and you’re not just hiring someone so you’ve ‘got one of them,’” Campbell adds. But he advises male teachers to make sure they’re not fitting the “drill sergeant” stereotype.

“We’re not going to get respect just because we’re men,” he says.