Male Teachers’ Perspectives About Wellbeing
- DOI
- 10.2991/assehr.k.211125.044How to use a DOI?
- Keywords
- Male Teachers; Meaning of Wellbeing; Young Children; Preschool
- Abstract
This research aims to reveal the meaning of male Early Childhood Education teachers’ wellbeing. This research considered the life experienced in the subjects was complex and unique. Thus, those made the researcher to choose this research. This research aims to find out the phenomena beyond the decision making of male early childhood education teachers. They should have been able to choose typical jobs taken by males. However, the reality shows they choose a job as early childhood education teachers who are identical to female jobs. This research applied survey and interview methods. The subjects consisted of 16 people. They were male early childhood education teachers in Boyolali. The technique of collecting the data was Google Form. It was distributed for 16 respondents. The results were strengthened by having a comprehensive interview with 2 male teachers. The data were analyzed by descriptive qualitative analysis. The findings showed that being male early childhood teachers were a valuable job. 11 respondents stated that being early childhood education teachers made them having wellbeing. Being early childhood education for male teachers meant to have passion, values, and ideals. It could provide them various experiences such as being patient, providing excellent models as if they were the learners’ parents, working while worshiping, contributing in the parenting field, and to develop early childhood education.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Seno AU - Yuli Utanto AU - Yuli Kurniawati Sugiyo Pranoto PY - 2021 DA - 2021/11/26 TI - Male Teachers’ Perspectives About Wellbeing BT - Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020) PB - Atlantis Press SP - 233 EP - 238 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211125.044 DO - 10.2991/assehr.k.211125.044 ID - 2021 ER -