Gender Inequalities in Early Childhood Development Education
Teaching Profession in Kenya
1Truphena E Mukuna and
2Stanley N Mutsotso
University College, Department of Curriculum Instruction and
Educational Admnistration, P.O Box 861 Narok.
Muliro University of Science and Technology, Department of
Curriculum and Instructional Media P.O Box 190, Kakamega.
*Corresponding Author E-mail:
Received 29 November, 2011; Accepted 12 December, 2011
Gender imbalance in the pre-school teaching profession and
feminization of the profession has been a common practice
world over. In Kenya, there is an emergent trend of men
training as professionals in Early Childhood Development
Education but they are underrepresented. The purpose of this
study was to investigate the factors influencing the gender
imbalance in pre-school teaching workforce using a case
study. The research sample comprised of 108 pre-school
in-service teachers in teacher training institutions in
Narok Municipality. Stratified followed by random sampling
techniques were employed. The research methodology was
qualitative .Focus Group Discussions followed by Key
Informant Interviews were used to generate data. This study
revealed that culture is the main determinant of
feminization of pre-school teaching profession. Men were
getting interested in pre-school education but to perform
administrative duties not necessarily to teach.
Additionally, male parents reported that they were
uncomfortable in involving themselves in pre-schools.
Keywords: Gender, early childhood education,
teaching, profession, feminization, culture.