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Abstract

The educational policy in 2020 empowered Saudi women, including female teachers, to teach children in early childhood schools (ECS). Parents and female teachers have complex, culturally rooted perceptions regarding inequity in male teacher employment in Saudi Arabia’s ECS. Although the underrepresentation of male teachers in ECS is a worldwide phenomenon, little has changed over the past decades in Saudi education. Using the mixed methods explanatory sequential design, this study aimed to determine parents’ and teachers’ perceptions of the societal importance of a gender-balanced workforce. In the quantitative stage, 242 parents were selected randomly to complete a questionnaire addressing their perceptions of teachers of both genders teaching their young children. The next stage involved semi-structured interviews with 22 teachers to examine their perceptions of workplace equity. The results showed that mothers believed that the effective participation of male teachers in ECS as role models for children, particularly boys, is urgently needed as a cornerstone in shaping their identities. Mothers perceived male teachers as influential symbols who were no less important than female teachers in achieving the best results regarding young children’s education and care. Male teachers believed that achieving workplace balance is essential not only for them but also for all stakeholders in educational organizations. Implications are provided for policymakers and relevant government institutions when considering gender-based ECS reform.

Keywords

childhood equity gender balance parents school teachers

The term “gender” has become controversial, and this continues among educational theorists. Various definitions have been presented (Tayler & Price, 2019; Wingrave, 2018). Traditional social norms and cultures dictate that men exhibit masculine characteristics, while women exhibit feminine ones. Although men and women have a mixture of both masculine and feminine traits, men who display overtly feminine traits risk becoming stigmatized by society (Schmalz & Kerstetter, 2006). Notably, gender awareness and cognition begin during the early childhood (EC) period. Both parents and teachers play essential roles in shaping children’s gender patterns. However, the role of teachers, particularly men, may influence children’s cognition of gender roles. This issue has received little attention in the early childhood education (ECE) field. The issue of gender equality between male and female teachers in early childhood schools (ECS) remains controversial regarding the similarities and differences between teaching and parenting methods, working conditions, and parental attitudes toward teachers’ gender patterns and job opportunities. In several European countries, men are underrepresented in EC care centers, ranging between 1% and 3% (Peeters et al., 2015). Meanwhile, the percentage of men working in ECE in some countries, including Norway, Denmark, and Turkey, is above 5% (Bureau of Labor Statistics [BLS], 2017). According to the BLS (2023), 95% of childcare workers and 99% of preschool and kindergarten teachers are female. In Nigeria, the trend is similar, with comprehensive imbalances of male teachers in ECE and care. In some states, an increasing number of Nigerian female ECE teachers stereotypically outnumber their male colleagues (Amosun et al., 2021). From a cultural perspective, previous studies have shown that gender orientation in traditional African cultures has polarized gender roles. They are oriented toward feminine tasks such as housekeeping and child-rearing (Mashiya, 2014; Ossai et al., 2021). In China, men who teach preschool have long been perceived as “babysitters” or “male aunts,” reflecting a deep-rooted bias (Deng et al., 2023; Y. Xu & Waniganayake, 2018).

The teaching profession is becoming increasingly feminized, with a marked decline in the number of male teachers, especially in early care (Moosa et al., 2024; Y. Xu & Waniganayake, 2018). In the Saudi context, the recent reduction in the number of male teachers in ECE is not due to compensation disparities, but rather a result of a policy established in early 2022, which permits female ECE teachers to teach young children and excludes male teachers from teaching students in their early years. This policy has empowered women, allowing female teachers to teach not only young girls but also boys aged 3 to 9 and thus removing the longstanding policy of gender segregation that was enacted in the context of single-sex classrooms. Moreover, in 2023, the Ministry of Education assigned female teachers to teach higher ECS grades to both sexes. These changes have expanded opportunities for women educators and form part of a broader national reform in the educational system. The hiring procedures for employees in all government sectors in Saudi Arabia have been and continue to be gender-equal, including those for teachers, who are appointed to the same professional levels with similar salaries, based on qualifications (Alnahdi & Schwab, 2023; Alsubaie, 2022). Despite the importance of this tremendous change in education in Saudi Arabia, which confirms the importance of women’s role in education, true gender equality remains elusive, with the most notable problem being the continued exclusion of male teachers from ECE, underscoring deep-rooted institutional biases and assumptions. Specifically, there are two main gender-role assumptions associated with the nature and responsibilities of men and women in society (Ossai & Ramsaroop, 2022). The first assumption is that men and women have innately different roles and inclinations; therefore, they are better suited to completely different professions. For example, in the ECE field, caring is considered an innately feminine activity that is closely linked to motherhood (Mashiya et al., 2015). Thus, by considering ECE a female-specific profession, some parents doubt male teachers’ competence (Friedman, 2010). The second assumption is that men have greater competence, obligation, and suitability in managerial positions than women, rendering them more appropriate for positions that involve large human capital. For instance, greater opportunities exist for men to advance to senior administrative positions in ECE, evidenced by there being more male managers than female ones (Warin, 2018). Therefore, in the ECS workforce, female and male teachers have encountered longstanding gender disparities, and these disparities are a universal phenomenon (Sullivan et al., 2020) that remains unresolved.

Individual beliefs and societal mechanisms can influence the systems, well-being, and collegiality of gender minorities in the workplace (Moosa & Bhana, 2017). The integration of women into male-dominated fields is hampered by a culture of masculine expectations and attitudes (Ossai & Ramsaroop, 2022). From a cultural perspective, men in male-dominated societies are more likely to hold professions that rely on cognitive and technical skills (Ossai & Ramsaroop, 2022). This sociocultural perspective contributes to a further decline in men’s presence in ECE.

Currently, empirical research on male teachers’ career opportunities as ECE teachers is lacking (Deng et al., 2023). This study, therefore, investigates the state of gender-balanced professional ECE teaching opportunities for male and female teachers in the Kingdom of Saudi Arabia. It also examines the cultural and societal perspectives of parents and teachers, exploring how stereotypical gender standards prevailing in society may influence the perceptions of male teachers in ECS. The two main research questions guiding this investigation are as follows:

(1) What are parents’ perspectives on their children’s male and female teachers in ECS?

(2) What are teachers’ perspectives on a gender-balanced workforce in ECS?

Literature Review

Theoretical Framework

A global debate exists regarding the scarcity of male teachers in ECE, its influence on young children’s upbringing and education, and future gender perceptions. Many ECE teachers are concerned about achieving a gender balance. This position is often emphasized in inadequate equity philosophies that fail to consider the important issues of women’s work status, gender equality, and male privilege (Brockenbrough, 2012; Drudy, 2013; Grayson, 2021; Griffiths, 2006; Mathwasa & Sibanda, 2021; Riddell & Tett, 2010; Thornton & Bricheno, 2006). Educational policy narratives linked to the prevailing societal concerns about female ECE dominance assist in understanding the policy structure of children’s education, especially for boys, and the phenomenon called “failing boys,” which justifies the need for male teachers as role models (Carrington et al., 2008; Carrington & McPhee, 2008).

Tensions between masculinity and femininity have sparked widespread debate among scholars regarding teachers’ gender and the priority of ECE teaching. The controversy has created a division between educational policymakers and academics, who deny the importance of the teacher’s gender and its impact on a student’s performance. Nevertheless, some parents who are skeptical of male teachers educating young children have serious concerns (Mathwasa & Sibanda, 2021; Riddell & Tett, 2010). Achieving gender equality in ECE requires further reflection through both policymaking and empirical research. This study adopted the Social Role Theory to conceptualize male absence in EC environments. This theory provides a lens for understanding the division that classifies men and women regarding their social roles in the work environment, placing men’s responsibilities outside the home, while women’s responsibilities include home management.

Social Role Theory is one of the most widely interpreted and influential theories because it confirms gender stereotypes (Eagly, 2013). Social Role Theory relates perceived male and female gender-role orientations to the social roles they occupy. This, in turn, is influenced by cultural stereotypes (Eagly, 2013; Harrison & Lynch, 2005). Research has shown that women’s role perceptions and social orientations influence their social roles (Harrison & Lynch, 2005). The existence of innate physical differences between women and men caused the historical social division of labor (Balducci, 2023). From a sociocultural perspective, gender roles relate to social differences; women are the primary caregivers for children, whereas men work as breadwinners for families. Female employees, especially in stereotypically male fields, have reported experiencing stress in the workplace owing to adopting traditional feminine attributes and a backlash for not doing so (Dogutas, 2021; Lester, 2011; O’Meara, 2015). Societal expectations about the characteristics and behaviors of women and men influence their differential social roles (Harrison & Lynch, 2005).

Male Teachers in ECS

The presence of a male teacher may come as a surprise to some fathers who are not accustomed to seeing men in such roles. This ignorance can lead to negative attitudes, often stemming from a lack of awareness of the important contributions male educators make to EC development. Mumin (2018) has asserted that negative perceptions of male teachers often stem from doubts about their ability to provide supportive care and concerns about the risk of sexual misconduct toward children. Matsvange et al. (2021) have found that many female teachers and administrators perceive male teachers as lacking essential maternal attributes, such as patience, warmth, and emotional sensitivity, as well as consistent adherence to routines, thereby questioning their effectiveness in ECE. These perceptions are rooted in rigid and stereotypical gender norms. Furthermore, male teachers were subjected to discrimination and bullying from others. Erginer et al. (2023) have found that male teachers in Turkey face difficulties such as being humiliated and belittled by the school community. The obstacles to the under-recruitment of male teachers are linked to a lack of societal trust.

Nevertheless, positive perceptions about male teachers exist. For instance, Mumin (2018) has found that parents perceive male ECE teachers as being skilled and strict in disciplining students and classroom management because of their ability to resolve issues effectively. Chaaban et al. (2024) have asserted that male teachers serve as role models, especially for boys. McGowanv (2016) has stated that men are considered caregivers of infants, toddlers, and preschoolers because they care for children in their daily lives, where they play the roles of fathers, grandfathers, and uncles. In addition, boys tend to have positive views of male teachers. Matsvange et al. (2021) have found that boys in schools perceive the male teacher as their hero, and they desire to imitate his personality traits. Several scholars argued that male teachers’ presence is essential in teaching and raising children because they are ideal figures to fill the gap left by busy fathers; they can also be father figures for orphans (Brockenbrough, 2012; Deng et al., 2023; Matsvange et al., 2021; Maylor, 2009). Moreover, male teachers can effectively promote young children’s physical development. From a stakeholder perspective, not only can male teachers role-play and teach male learners masculine behavioral patterns, but they can also develop their motor skills by participating in physical and artistic activities (Lagestad & Kippe, 2023). Matsvange et al. (2021) have asserted that a need exists to educate parents to recognize that teaching is not limited to women, as male teachers perform valuable roles in their children’s lives; therefore, societal biases against them must be addressed. Teachers, regardless of gender, are responsible for being positive role models for children. Given the coexistence of both positive and negative perceptions of male teachers, it is crucial to raise awareness among parents and society about their meaningful long-term contributions to children’s education and overall well-being.

Gender Balance in ECS

Balancing the roles of both genders and their complementary interrelation contributes to human growth because it profoundly affects individual upbringing and development, both socially and mentally (Chapman, 2022; Wu, 2023). Many studies have shown the benefits of increasing male teacher representation at the ECE foundation stage to achieve female–male teacher balance and curb the long-term impact of gender imbalance on young children (Mashiya et al., 2015; Ossai & Ramsaroop, 2022). Deep awareness of the gender-based stereotypes regarding male EC teachers is required to increase their number. Parental expectations influence the presence of teachers of both genders in ECE. Brownhill et al. (2021) state that male teachers’ professional characteristics and qualities are shaped by others’ expectations (i.e., parents and children). With this in mind, some male teachers will always have to change their behavior to satisfy the perceptions of others (Brownhill et al., 2021). Male teachers should be included in ECE and collaborate with colleagues in classrooms, EC staff, and parents to address gender bias (Deng et al., 2023; McGowanv, 2016).

Achieving a balanced ECS environment requires gender diversity and balance, and childhood education should adopt innovative and comprehensive perspectives on ECE (Y. Xu & Waniganayake, 2018). Although some countries have initiated policies to reduce gender discrimination among teachers, the situation is worsening (Y. Xu, 2020). Educational leaders play an important role in educating community members about the effects of negative stereotypes to prevent gender stereotypes from influencing male EC educators (Dogutas, 2021). Gender roles should be reconstructed in a way that emphasizes male participation in the education of young children, particularly for children who lack a father figure (Mashiya, 2014). This will reduce marginalization and gender divisions.

Indeed, gender balance in the workplace requires more than just fair hiring practices; it can start with a curriculum that actively dismantles gender stereotypes and redefines societal norms from the earliest stages of education. In this vein, Wu (2023) argues that the curriculum should demonstrate the essential and equal contributions of all genders to the teaching profession, especially in traditionally female-dominated settings. By addressing the gender imbalance among EC educators, where male participation remains low, the curriculum can contribute to establishing diverse role models for children. Additionally, the curriculum should dispel stereotypes that portray early care and education as inherently feminine roles (Ferreira et al., 2025). A gender-responsive curriculum not only promotes inclusion and equality but also lays the foundation for a more inclusive workforce in ECE.

While gender stereotypes shape teachers’ perceptions, male and female teachers face distinct challenges that highlight the need for a more gender-equal work environment in education. Ederoclite et al. (2025) have argued that although male teachers in educational institutions face gender privileges, as they are viewed as more competent, practical, and authoritarian, they also face discrimination, such as gender devaluation, because they are not considered naturally suited to caring for children. The contemporary findings by Ferreira et al. (2025) highlight how societal expectations direct females toward careers related to care or education, while males encounter barriers to entering roles such as ECE due to perceptions of masculinity.

Methods

This study used the mixed methods explanatory sequential design to investigate the complexity of social gender roles in the Saudi context, which represents the issue of gender-balanced workplaces in ECS. Adopting a mixed methods approach in gender research is crucial to capturing the complexity of gender-related experiences and overcoming the limitations associated with relying exclusively on quantitative or qualitative methodologies. In this design, researchers, after collecting quantitative data in the first phase and analyzing the results, use them to plan the second, qualitative phase of the research design, leading to more reliable and in-depth results (Creswell & Creswell, 2017). Mixing two research methods provides an opportunity to merge two sets of strengths while simultaneously compensating for the weaknesses of each method, producing more accurate results (Dawadi et al., 2021). This design reveals the nature of Saudi gender stereotyping and mindsets influenced by cultural perceptions toward male and female roles in our societies. Thus, the integration of these approaches allows for a more comprehensive and balanced understanding of gender-related issues such as gender inequality.

In the first phase, a questionnaire was applied to collect data from parents. The questionnaire was based on the theoretical research framework, previous studies, and specialized scientific literature. It consisted of two sections. The first asked the parents to identify their roles (mother or father). The second section contained 31 statements scored using a five-point Likert scale. Responses were scored as follows: “Strongly agree” received a score of 1; “Agree,” 2; “Neutral,” 3; “Disagree,” 4; and “Strongly Disagree,” 5. Parents were asked to report their level of agreement with statements toward their children’s male and female ECS teachers.

The semi-structured interviews were conducted in two sections. The first asked the teachers about their gender and teaching experience. The second comprised seven open-ended questions investigating male and female teachers’ perspectives on a gender-balanced workplace in ECS. For instance, we asked male and female teachers about their perspectives on assigning female teachers to teach children through open-ended questions such as “What do you think about the decision to assign early childhood teaching in the primary and upper grades to female teachers in schools?” Concerning policy outcomes related to the workplace, male and female teachers were asked the question, “Do you think that the fact that the early childhood education sector is limited to female teachers may be an obstacle to the recruitment of male teachers, leading to unemployment or lower employment rates?” The interview questions allowed participants to express their thoughts and beliefs without restrictions, providing reliable, in-depth, and comparable qualitative data (Cohen & Crabtree, 2008).

Ethical Procedure

All research instruments were submitted to the university’s ethics committee for review and evaluation by experts proficient in both Arabic and English. Their feedback was carefully considered in the finalization of the instruments. Following approval from the ethics committee (KSU-HE-24-1051), written informed consent was obtained from participants. Before collecting data, researchers ensured that participants fully understood the objectives of the study and were informed that their personal information would remain confidential and would be used only for research purposes.

Researchers Positionality

As female researchers working with teachers in the EC sector, our professional experiences have informed our understanding of the educational context, which has been significantly influenced by the empowerment of Saudi women in all sectors, particularly education. In the ECE sector, female teachers have become more empowered than male teachers, shaping our perceptions and research directions in exploring the consequences of the current political trend toward women’s rights without considering the consequences of this trend on achieving a gender-balanced workplace (Author). As researchers, we acknowledged our positions—as objectively defined above—at the beginning of the research process as required for qualitative research (Yip, 2024).

During interviews, we continued to reflect carefully on how our identities, values, and assumptions influenced interactions and interpretations. Goundar (2025) stated that the researcher’s internal and external position stems from how researchers see themselves and how others see them. Our positionality was shaped by both insider and outsider lenses. While our gender and professional background aligned us with certain perspectives, particularly those of female participants, we also recognized that our presence and interpretations could be perceived differently by others, especially within contexts where gender dynamics were more evenly distributed. This shifting positionality required ongoing reflexivity, as how we viewed ourselves—and how we were viewed by participants—continually shaped the research relationship and the co-construction of meaning. However, these dynamics did not compromise the credibility or trustworthiness of the research; instead, our reflexive awareness allowed us to engage critically with our own assumptions, uphold ethical research standards, and ensure that participants’ voices remained central to the analysis.

Participants

The participants included randomly selected parents and teachers. The total number of parents in the first phase was N = 242, consisting of 117 fathers and 125 mothers who had children enrolled in public ECS. After obtaining informed consent, the parents completed self-administered questionnaires. In the second phase, the total number of teachers of both genders who agreed to participate was N = 22, comprising 10 female and 12 male teachers.

Data Analysis

Quantitative Data Analysis Methods

Questionnaire responses were tabulated to record frequencies and statistically processed using the Statistical Package for Social Sciences (SPSS), version 25. Descriptive statistics, specifically means and standard deviations, were computed to summarize participant responses and identify overarching patterns in parental perceptions. Inferential statistics were subsequently applied to investigate variations between the two distinct groups (fathers and mothers). The independent samples t-test was specifically employed, given its suitability for comparing the means of two independent cohorts. This test facilitated the determination of whether observed differences in responses attained statistical significance. To ascertain the practical significance of these disparities, Cohen’s d was calculated for each item. This effect size measure quantifies the magnitude of observed differences, thereby aiding in the interpretation of whether these differences are of a small, moderate, or large practical consequence, extending beyond mere statistical significance. The inclusion of effect size enhances the interpretability of the findings by underscoring their real-world applicability. All statistical tests were performed at a significance level of α = .05, with an α = .01 threshold used to denote highly significant differences.

The researchers employed these statistical methods as an appropriate approach for establishing the validity and reliability of research instruments. The Cronbach’s α, Guttman Split-Half, and Spearman-Brown coefficient tests are commonly used to ensure that questionnaires have stability and consistency (Eisinga et al., 2013). The researchers employed the split-half model, which involves dividing a scale into two parts and analyzing the correlation between them. This method computes the inter-item correlation, Guttman split-half reliability, Spearman-Brown reliability (for both equal and unequal lengths), and the alpha coefficient for each half. Applying Cronbach’s alpha test is a widely used statistical measure when assessing psychological constructs such as attitudes, beliefs, and perceptions, including those related to gender stereotypes and gender-role beliefs (Taber, 2018). Further considerations about statistical methods will be discussed in the Results section.

Qualitative Data Analysis

Qualitative data analysis of the research findings followed these steps: (1) data transcription; (2) converting copied texts from Emic to Etic by re-reading and challenging them to suit the study question; (3) coding the data by dividing and classifying texts into subthemes for comparison; (4) identifying themes by comparing and classifying similar codes; (5) validating the interviewer by checking their credibility and reliability; and (6) analyzing topics by reviewing the data in texts. To ensure the validity and enhance the reliability and accuracy of the qualitative findings, the researcher employed several verification strategies, including member checking, detailed thematic descriptions, peer review, and auditing by a research consultant (Creswell & Poth, 2018).

Findings

Quantitative Phase

Parents’ perceptions of gender equality toward ECS teachers were examined through the first research question. Initial analyses revealed the parents’ demographic information related to their roles (fathers and mothers). This study was limited to a sample of randomly selected parents. As shown in Table 1, the final sample size consisted of 242 respondents, comprising 125 (51.7%) mothers and 117 fathers (48.3%).

Table 1.

Distribution of the Sample by Respondent Gender.

Variable	Category	Number	Percentage (%)
Gender	Father	117	48.3
	Mother	125	51.7
	Sum	100	242

Questionnaire Validity

The researcher ensured the validity of the instrument and calculated its reliability coefficients. Validity was assessed using an internal consistency test, specifically by calculating the Pearson correlation coefficient, which involved determining the correlation between the overall score for each statement and the survey. Table 2 presents the results of this analysis. It demonstrates that the correlation values between the questionnaire items and the total scores were statistically significant at .05. Additionally, all correlation values were moderate and positive, except for items 4, 6, and 7, which showed weak correlations, indicating the reliability and homogeneity of the questionnaire items.

Table 2.

Values of Correlation Coefficients Between the Total Scores for the Paragraph and Questionnaire.

No.	Correlations	Sig	No.	Correlations	Sig	No.	Correlations	Sig
1	.422	.01	8	.425	.01	15	.650	.01
2	.345	.01	9	.357	.01	16	.654	.01
3	.520	.01	10	.632	.01	17	.497	.01
4	.256	.01	11	.594	.01	18	.517	.01
5	.474	.01	12	.591	.01	19	.639	.01
6	.252	.01	13	.644	.01	20	.589	.01
7	.313	.01	14	.641	.01	21	.647	.01

Questionnaire Reliability

The questionnaire’s reliability indicated its precision in measurement, observation, internal consistency, and the frequency with which it provides reliable information regarding the subject’s behavior. Additionally, it assessed the extent of variability in the test’s actual performance and the correlation among the test items. As shown in Table 3, three key indicators of internal consistency—Cronbach’s alpha, Guttman split-half coefficient, and Spearman-Brown coefficient—were employed. Cronbach’s alpha (.801 in this study) indicates a high level of internal consistency, wherein exceeding the .70 benchmark is typically considered acceptable in educational research. Guttman split-half coefficient (.754) confirms that the two-halves of the questionnaire produce consistent results, supporting its internal reliability. Spearman-Brown Coefficient (.732) further validates the split-half reliability, showing that the full test maintains stability and coherence. All coefficients exceeded .70 and were statistically significant at the .01 level, indicating strong internal consistency. This suggests that the questionnaire items reliably measured the intended constructs. Based on the data presented in the table above, all reliability coefficients, including the alpha coefficient and the split-half method, demonstrated significance at the .01 level. This indicates a high level of consistency within the questionnaire’s measurements and suggests strong internal reliability across its items.

Table 3.

Reliability Coefficient of the Questionnaire.

Cronbach’s alpha	Split-half
Cronbach’s alpha	Spearman-Brown coefficient	Guttman split-half coefficient
.732	0.801	.754

Table 4 indicates statistically significant differences at a significance level of 0.05 in the perceptions of parents regarding the importance of the role of teachers in teaching children in ECS. The t-test value for the total questionnaire score was 3.305. The differences favored fathers, with an average score of 57.40 compared to mothers, whose average score was 51.78. The effect size (d) for this difference was 0.43, which is considered moderate according to Cohen’s benchmarks. This suggests that the difference is not only statistically significant, but also practically meaningful. A moderate effect size indicates that the variation in perceptions between fathers and mothers is not due to random chance alone and reflects a noticeable disparity in how each group views the teacher’s role in ECE. The results showed that it may be necessary to explore why fathers tend to place higher importance on the role of EC teachers and how both parents can be more equally informed and involved in supporting early learning. Addressing these differences could contribute to more balanced parental involvement and understanding of early education practices.

Table 4.

Results of the t-Test for Significance of Differences in Parents about the Importance of the Role of Teachers From Both Genders in Teaching Children in ECSs.

Gender	M	SD	T	Sig. (p)	Effect size (d)
Father	57.40	11.98	3.30	.001	0.43
Mother	51.78	14.31	3.30	.001	0.43

As shown in Table 5, there were statistically significant differences at the .01 level of significance in the parents’ perception of Statements 1, 2, 4, 5, 6, 7, 8, and 17 in favor of fathers, as the average of fathers’ responses to these statements agreeing that female teachers are better in teaching boys and girls in EC schools than male teachers was higher than the average of mothers’ responses, with the t-values for these statements being 6.711, 8.342, 6.329, 4.861, 6.428, 8.114, 4.415, and 4.029, respectively.

Table 5.

Differences in Total Questionnaire Scores Attributed to the Parents’ Genders.

No.	Item	Gender	M	SD	T	Sig.	Cohen’s d
1	Observable differences exist in the performance of female and male teachers within ECE.	Father	3.06	1.33	6.711**	.001	0.86
1		Mother	2.02	1.07	6.711**	.001	0.86
2	Male teachers often lack the patience required to work with young children.	Father	3.32	1.21	8.342**	.001	1.07
2		Mother	2.08	1.10	8.342**	.001	1.07
3	Boys typically perform better academically under the guidance of male teachers, while girls excel with female instructors.	Father	2.73	1.24	1.684	.093	0.22
3		Mother	2.46	1.25	1.684	.093	0.22
4	I am satisfied with my son being instructed by a female teacher.	Father	3.60	1.15	6.329**	.001	0.82
4		Mother	2.58	1.33	6.329**	.001	0.82
5	While male teachers serve as role models for my sons, their impact is more pronounced in higher grades of primary school.	Father	3.08	1.31	4.861**	.001	0.63
5		Mother	2.30	1.18	4.861**	.001	0.63
6	I prioritize the recruitment of female teachers in early childhood education.	Father	3.56	1.21	6.428**	.001	0.83
6		Mother	2.50	1.33	6.428**	.001	0.83
7	In the field of early childhood education, I perceive teaching as a more suitable career choice for women than men.	Father	3.62	1.11	8.114**	.001	1.05
7		Mother	2.37	1.27	8.114**	.001	1.05
8	Traditionally, childcare has been perceived as primarily a woman’s responsibility.	Father	2.61	1.43	4.415**	.001	0.57
8		Mother	1.87	1.16	4.415**	.001	0.57
9	I believe my daughter will receive better instruction if taught by a male teacher.	Father	3.09	1.13	−1.731	.085	−0.22
9		Mother	3.34	1.19	−1.731	.085	−0.22
10	Male teachers are better suited to discipline boys due to their authoritative demeanor, which may intimidate students.	Father	2.36	1.24	−1.123	.263	−0.14
10		Mother	2.54	1.32	−1.123	.263	−0.14
11	Male teachers are perceived as more approachable and inspirational figures, particularly for boys during their formative years.	Father	2.33	1.17	−2.166*	.031	−0.28
11		Mother	2.69	1.36	−2.166*	.031	−0.28
12	The presence of male teachers in early childhood education settings is increasingly vital for psychological, social, and organizational reasons.	Father	2.39	1.27	−1.573	.117	−0.20
12		Mother	2.66	1.40	−1.573	.117	−0.20
13	A diverse teacher workforce enhances decision-making processes, promotes gender equality, and contributes to positive educational outcomes.	Father	2.20	1.11	−1.563	.119	−0.20
13		Mother	2.43	1.23	−1.563	.119	−0.20
14	Children exposed to a mix of male and female instructors are more likely to develop balanced perspectives on gender roles and workplace dynamics, devoid of stereotypes.	Father	2.23	1.15	−0.994	.321	−0.13
14		Mother	2.38	1.24	−0.994	.321	−0.13
15	Male teachers encourage children to engage in risk-taking behaviors and facilitate physical, outdoor, and active play due to their physical capabilities.	Father	2.29	1.11	−0.977	.329	−0.13
15		Mother	2.44	1.25	−0.977	.329	−0.13
16	Male teachers embody masculine traits while demonstrating compassion and nurturing qualities, influencing children’s perceptions of gender roles.	Father	2.32	1.15	−1.285	.200	−0.16
16		Mother	2.52	1.31	−1.285	.200	−0.16
17	Female teachers exhibit greater competence, commitment, and suitability compared to their male counterparts.	Father	3.11	1.34	4.029**	.001	0.52
17		Mother	2.44	1.25	4.029**	.001	0.52
18	Cultural norms and expectations hinder the integration of women into traditionally male-dominated fields.	Father	2.85	1.34	1.793	.074	0.23
18		Mother	2.55	1.29	1.793	.074	0.23
19	Exposure to both male and female teachers enriches children’s learning experiences.	Father	2.25	1.18	−0.875	.383	−0.11
19		Mother	2.38	1.24	−0.875	.383	−0.11
20	Diversifying the teaching workforce by employing more male educators fosters gender equality and breaks down stereotypes.	Father	2.15	1.10	−3.017**	.003	−0.39
20		Mother	2.63	1.35	−3.017**	.003	−0.39
21	Male teachers serve as exemplary models for fathers, illustrating proper care and interaction with young children.	Father	2.27	1.21	−1.844	.066	−0.24
21		Mother	2.57	1.27	−1.844	.066	−0.24

Statistically significant at the .05 significance level. *Statistically significant at the .01 significance level.

Furthermore, there were statistically significant differences at the .05 level of significance in the parents’ perception of Statements 11 and 20 in favor of mothers, who perceived male teachers’ presence as being just as important as that of female teachers in ECE. The mothers’ average response to these two statements was higher than the average response of the fathers, with the t-values for these two statements being −2.166 and −3.017, respectively. There were no statistically significant differences at the .05 level of significance in the parents’ perception of Statements 3, 9, 10, 12, 13, 14, 15, 16, 18, 19, and 21, where the t-values for these statements was not significant, which means that the perceptions of mothers and fathers regarding these statements converged.

The effect size analysis showed clear gender-based differences in parental views on EC teachers. Large effects appeared in Items 2 (d = 1.07) and 7 (d = 1.05), where fathers strongly believed male teachers lack patience and that teaching suits women more. Similar large effects were seen in Items 1, 4, and 6 (d = 0.86, 0.82, 0.83), showing fathers’ stronger support for female teachers. Moderate effects in Items 5 (d = 0.63), 8 (d = 0.57) and 17 (d = 0.52) reflect more traditional views from fathers on gender roles and teacher competence. Meanwhile, Items 3, 12–16, and 18–19 showed small or no differences (d < 0.30), suggesting general agreement between parents on many aspects of teacher diversity. Item 20 had a moderate negative effect (d = –0.39), indicating that mothers were more supportive of hiring male teachers to promote equality. Overall, these findings highlight the need to raise awareness about gender roles in ECE, especially among fathers.

Based on these results, mothers had a positive perception toward male teachers in ECS. They perceived male teachers as being more approachable and inspirational, particularly for boys during their formative years. Further analyses revealed that mothers agreed that employing additional male educators fosters gender equality and deconstructs stereotypes. Interestingly, fathers and mothers had different gender stereotypes toward male and female teachers. These perspectives were influenced by the cultural factors of gender-traditional occupational roles, despite personal preferences and qualifications.

Qualitative Phase

To answer the second research question, EC teachers were interviewed to reveal their gender perceptions toward gender-based differences in teaching boys and girls in the ECS. Three main themes emerged: (1) male teachers’ perceptions of female teachers’ dominance in ECS, (2) female teachers’ perceptions of male teachers being excluded from ECS teaching and (3) teachers’ perceptions of a gender-balanced ECS workplace.

Male Teachers’ Perceptions of Female Teacher Dominance in ECS

Many male teachers acknowledged that the cultural value of the female role in Eastern societies influenced their personal preferences, gender characteristics, and the definition of gender roles in teaching and raising young children in a Saudi ECS. Specifically, after the fundamental changes empowering women to hold senior managerial positions on an equal basis to men, women have a higher status than before. One male teacher confirmed that, in the signing stage, male teachers were excluded from teaching in ECS and faced prejudice and biases from society. He mentioned:

Although female teachers have a greater understanding of the needs of children than do male teachers, this does not mean that male teachers cannot teach and raise young children. Rather, it is a cultural inheritance of the representative role of women in EC in raising and caring for young children (Male Teacher 1).

Although some male teachers recognized the importance of female teachers’ roles in teaching and caring for young children, they also acknowledged the importance of male teachers’ roles in teaching boys in the upper ECS grades (students aged 9−12 years). They argued that female teachers lack the knowledge and skills necessary to teach boys in these grades because they need to learn masculine behaviors and the skills, behaviors, and attitudes necessary to behave like men in the future.

There is no objection to assigning early grades to female teachers because they are closer to understanding childhood. Regarding the upper grades, I strongly oppose them because, in our culture, the boy should imbibe masculine patterns in speech, behavior, and attitudes; this does not occur when he does not find masculine educational models in school (Male Teacher 8).

The discussion of gender expectations and gender-sensitive approaches influenced male teachers’ perceptions of female teachers’ weaknesses and inability to teach boys in terms of preparing them for gender-appropriate social roles. Many male teachers believed that this has a long-term negative impact on children, especially boys. This perception clearly indicates that male teachers perceive an inequality in their right to teach first- to third-grade students in ECS compared with female teachers. One male teacher stated:

I think that such a decision is inappropriate, especially in cultural environments such as our country, because children are accustomed to gender segregation. The long-term effects of female teachers teaching boys, which may negatively impact their masculine traits, characteristics, and attitudes, require further study (Male Teacher 11).

Psychologically, male teachers serve as father figures for young children in ECS, particularly those from single-parent households. Male teachers cannot completely replace paternal figures in children’s lives. However, having male teachers gives them a feeling of warmth and belonging in school, making them feel cared for by the same gender, which may compensate for the absence of their fathers. Many male teachers stressed that they have a positive psychological impact on children, especially on boys from disadvantaged families. For example, one teacher stated:

Male teachers play a very important role in raising and disciplining young children, especially boys, something that female teachers cannot do. Boys in schools often prefer teachers of the same gender, and some have emotional tendencies toward teachers, especially sons who lack the father’s presence at home (Male Teacher 12).

A prevailing stereotypical view existed that male teachers are less efficient than female teachers regarding creativity and applying innovative educational games using a variety of modern teaching approaches. The following is a typical male teacher perspective:

Male teachers mostly use traditional teaching methods through recitation, indoctrination, and discussion and do not use the most effective and enjoyable methods for children that include different teaching aids and educational games (Male Teacher 7).

In general, these statements emphasize the teachers’ values and their influential role in educating children in ECS. Male teachers have recently stopped teaching young children in grades 1, 2, and 3 in Saudi ECS. A small number of male teachers agree with this decision and consider it correct in terms of the children’s right to receive complete and comprehensive care. Other male teachers expressed their refusal to be isolated from ECE and denounced critical social attitudes and pressures influenced by cultural judgments based on gender discrimination.

Female Teachers’ Perceptions of Male Teachers Being Excluded From Teaching in ECS

Female teachers agreed that assigning them to teach girls was beneficial because it suits their nature, developmental characteristics, and understanding of girls’ emotions. However, they expressed irritation with the sociocultural perspective regarding female capabilities in teaching and managing boys’ behaviors. For instance, one female teacher stated:

Regarding boys, entrusting their teaching to female teachers is also considered a good and fair decision, far from gender intolerance, given the good educational competence of the female teacher, who is no less than a male teacher in terms of her ability to create a generation characterized by masculinity. In terms of preventing female teachers from teaching young boys, gender segregation among children is an irrational and unjustified prejudice (Female Teacher 2).

Regarding educational policy, all female teachers agreed that the Ministry of Education had made a correct decision to have female teachers teach both sexes following an in-depth study of male and female characteristics and personalities. As one teacher confirmed:

Female teachers are more capable of dealing with children under the age of seven than male teachers in terms of being able to keep up with controlling the children, dealing with their mood swings, understanding their personalities, and being more patient in managing their chaos in a play-based learning environment (Female Teacher 5).

The challenges that male teachers face in the ECS sector include negative perspectives not only from society but also from female colleagues, who agree that women deserve to dominate the EC field because they are better qualified than male teachers. Male teachers reported being often stigmatized as being cruel and aggressive toward young children. As one female teacher commented:

From my perspective, assigning teaching in the upper grades to male teachers is an incorrect decision, because males do not understand the emotions and mood swings of young children and may deal with these situations harshly and violently. This may negatively affect their psyche and generate feelings of fear, anxiety, and withdrawal from school (Female Teacher 7).

Regarding enriching the school environment, some female teachers criticized the current school infrastructure as being ill-equipped. They agreed that the assigning stage policy was unsuccessful because the timing of its implementation was not appropriate, and the school environment was not fully prepared. Several matters had to be restudied, improved, and developed. As one female teacher explained:

Educational environments are not equipped with adequate equipment. For example, there are no outdoor court facilities or equipment for playing sports such as basketball, volleyball, and tennis. Teachers are not qualified to train children, especially boys, to practice sports that require special masculine skills (Female Teacher 10).

Learning outcomes matter for achieving high standards of quality education, particularly in ECS. As the statement below indicates, some female teachers felt confident about meeting educational targets to obtain higher levels of quality learning outcomes compared with male teachers.

Females are naturally more committed to what is required, tend to be disciplined, and achieve distinct goals at work. According to the results of the Ministry of Education and research results, the outputs and results of female teachers are stronger than those of male teachers (Female Teacher 8).

In contrast to the above views, other female teachers, albeit a few, admitted the need for male ECS teachers and their value in educating young children. One female teacher who recognized their value stated:

The nature of children in Eastern societies differs from that of children in Western societies, as boys are inculcated from childhood in masculine patterns in the way they act and speak, and even in the tone of their voices. Therefore, unlike female teachers, they obey teachers, submit to their supervision, and follow their instructions (Female Teacher 2).

Taken as a whole, the analysis of the female teachers’ interviews highlights the perception that their role in ECS is more important than that of male teachers. They justified their statements by referring to various teaching competencies, including professional and personal skills. These perceptions embody the dark side of deeply entrenched complexities in social gender-role theory, which affects the stereotypical gender views of male and female teachers in society.

Teachers’ Perceptions of a Gender-Balanced Workplace in ECS

Male teachers reported that their presence in ECE contributes to gender balance and enhances the educational experience. In contrast, female teachers viewed male participation as unnecessary, citing men’s general preference for more diverse and better-paid career opportunities, which, in their view, limits men’s long-term commitment to ECE. Interview data revealed that many male teachers emphasized the positive impact of a gender-balanced workplace on educational quality. One respondent explained:

Balanced male and female teaching roles promote inclusivity, offer diverse role models, and challenge gender stereotypes, enhancing learning outcomes and supporting unbiased identity development and long-term equity in ECE (Male Teacher 12).

These perspectives highlight the need for gender-sensitive policies that extend beyond supporting only women. Policies should address the diverse needs and priorities of all teachers, regardless of gender. Doing so can foster an inclusive and equitable working environment where all educators feel valued. As one male educator noted:

I hope that educational decision-makers will study the importance of integrating the roles of teachers in terms of equity in employing more male teachers in ECE in a way that is compatible with our cultural framework. This will enhance educational outcomes and create future generations with balanced personalities (Male Teacher 5).

In contrast, all the female teachers agreed that, although they had recently become dominant in the ECE sector, men still had more choices in male-gender-type jobs, such as engineering and architecture. To reduce unemployment, available job opportunities need to satisfy both men and women, regardless of the proportion of males or females in different sectors. A respondent confirmed:

In the ECE sector, there is an inequality between male and female teachers regarding job opportunities. However, men predominate in fields such as engineering and architecture (Female Teacher 10).

Thus, learning quality and improving educational outcomes are not linked to the gender of the teacher, but rather to their skills, abilities, teaching methods, and the way they manage students. One respondent affirmed:

Regardless of gender, when there is diversity in the experiences of competent and highly qualified teachers, an equipped environment, and appropriate and developed educational curricula, we can achieve the maximum desired benefits in education (Male Teacher 12).

Indeed, perceptions and societal alignments have favored women over men in ECE employment, and some male teachers expressed that shifts in educational policy in keeping with such alignments require studying to determine their outcomes. The following statement explains this perception.

The feasibility of this ministerial decision cannot be judged without conducting extensive research on its long-term impact on the education and upbringing of children (Male Teacher 9).

The qualitative analysis suggests that rebalancing teachers’ equitable perspectives, irrespective of gender, demonstrates male teachers’ readiness and strong desire to teach in ECS, while also acknowledging the crucial role of female teachers during this sensitive stage of children’s development. This result expresses the reason for men’s willingness to teach children in ECS. Like most female teachers, they love working with young children and want to create positive changes in their education and lives.

Discussion

A mixed sequential explanatory approach was adopted to reveal the complexity of gender equality issues in the ECE workforce and to outline policy and society’s traditional stereotyping of gender roles in Saudi Arabia. In the quantitative phase, two main results answering the first research question were obtained. The first result revealed statistically significant differences in favor of fathers, as their average scores were in the upper third quarter of the scale, while mothers’ average scores were in the middle of the same quarter. This indicates that both groups responded within a generally similar range; however, fathers expressed slightly more positive and stronger support for female teachers as being the best choice for teaching children, including boys, in ECS. The fathers’ rationale for their preference for female teachers was qualities such as tolerance, patience, and greater experience in ECE that they (fathers) attributed to them, reflecting the gendered assumptions that align caregiving competencies predominantly with women. This justification underscores how deeply ingrained stereotypes continue to shape perceptions of professional suitability within EC settings. Consistent with previous findings, this finding suggests that the predominance of female teachers in ECE is often justified through perceptions shaped by gender and racial bias, despite the recognized and pressing need for male role models in these formative educational settings (Carrington et al., 2008; Carrington & McPhee, 2008; Matsvange et al., 2021). Overall, these results highlight the need to raise awareness about gender roles, particularly among fathers.

The second finding showed that fathers’ responses tended to fall in the third quarter of the scale, reflecting more traditional views on gender roles and teacher competence. In contrast, the results showed agreement between parents in most areas of teacher diversity, with responses falling in the first quarter, indicating minimal differences. More importantly, further analysis revealed that mothers’ stronger support for gender-equal hiring appeared as a negative effect in the third quarter, pointing to a clear contrast. This result agreed with X. Xu and Meier’s (2022) finding that mothers found male teachers to be equally competent and capable, considering them to have no less advantages than female teachers in providing ECE, while fathers did not have this optimistic view. Our findings revealed a clear gender bias in fathers’ perceptions, favoring female over male teachers in ECE regardless of the child’s gender. Such a perception reinforces outdated stereotypes that women are inherently more capable of nurturing and educating young children, while implicitly devaluing the role and competence of male teachers. This not only undermines efforts to diversify the ECE workforce but also perpetuates a narrow and restrictive understanding of gender roles in education. By favoring one gender over another, these perceptions risk entrenching systemic bias and limiting opportunities for male educators to be seen as equally effective and valuable in shaping young children’s development. Interestingly, mothers agreed that diversifying the teaching workforce by employing more male educators fosters gender equality and deconstructs stereotypes. Balanced teaching styles and gender-role models can result in beneficial learning outcomes and contribute to the formation of student identities. This outcome is in line with previous findings: achieving balance in the early education environment requires diversity and gender balance; for ECE to be sustainable and innovative, comprehensive perspectives on EC development need to be adopted (Moosa et al., 2024; Y. Xu, 2020; Y. Xu & Waniganayake, 2018).

The qualitative analyses produced three critical findings, which answer the second research question. First, according to all male teachers’ interview responses, they were excluded from teaching ECS and faced societal prejudice and bias. This finding is consistent with previous international studies wherein male teachers could pursue EC teaching because of persistent societal and cultural biases against them working with young children (Deng et al., 2023; Mashiya, 2014; Y. Xu, 2020; Y. Xu & Waniganayake, 2018). When interviewing the female teachers, they admitted that male teachers in ECS face challenges stemming from negative perceptions not only from society but also from female colleagues, who believe that women are better qualified and therefore deserve to dominate the ECE field. Surprisingly, only a quarter of the female teachers in this study recognized the importance of including male teachers in ECE. This limited support reflects persistent gendered assumptions and contributes to the ongoing underrepresentation of men in the field, highlighting the need for greater inclusivity and gender balance.

The results also revealed that three-quarters of male teachers believed that a gender-balanced workplace was better for achieving quality teaching and optimal learning outcomes in ECS. Although male teachers recognized the importance of female teachers’ roles in teaching and caring for young children, they also acknowledged the importance of male teachers’ roles in teaching boys in the upper ECS grades. They also expressed irritation at the cultural perspectives of females being unable to teach and manage boys’ behaviors in the classroom. This finding supports the results of previous studies suggesting that the different social roles that women and men perform in the workplace are influenced by societal expectations of their characteristics and behaviors (Harrison & Lynch, 2005; Moosa et al., 2024). Male teachers mentioned that they have a positive psychological impact on children, particularly on boys from disadvantaged backgrounds with fatherless families. This finding supports Chaaban et al.’s (2024) finding that male teachers serve as role models, particularly for boys.

Combining the quantitative and qualitative findings of this study elucidated existing gender expectations and the gender-sensitive perspective in which male teachers perceive female teachers as being incapable of teaching boys and preparing them for proper social roles. Male teachers believed that this has a long-term negative impact on children, especially on boys. While the current ECE policy favors women over men in employment, some male teachers think that this needs to be examined. A need exists for policy that considers gender differences; policy that goes beyond focusing solely on women to improve children’s upbringing, EC, and the creation of good citizens. That is, teachers need to be provided the opportunity to teach and meet different needs and priorities, regardless of gender (Brownhill et al., 2021; Wu, 2023). Policymakers and educational institutions should improve conditions for all ECE teachers and create gender-equal working environments. While changing cultural gender norms may take decades, educating society about its misconceptions can effectively drive progress toward gender balance in all aspects of life.

Limitations and Future Research Directions

As with all research, there are several limitations to the current study that are worth considering. First, the absence of children’s voices limits the depth and authenticity of the findings, as the study excluded the firsthand experiences and views of those directly impacted by school practices. Practically, this may hinder the development of child-centered policies and interventions. Thus, future research should incorporate the perspectives of children in ECS by exploring developmentally appropriate interview techniques, such as structured conversations or visual prompts, to gather children’s perspectives in a way that respects their cognitive and emotional capacities while ensuring ethical engagement. Second, the study’s findings may not be fully generalizable due to the limited number of parents included, particularly from diverse geographic regions such as urban and rural areas across Saudi Arabia. This limitation restricts the ability to understand how regional and cultural differences may influence parental attitudes toward ECE and gender roles. In practical terms, this may result in an incomplete understanding of parental influences across varying socio-economic contexts. Future studies should aim to include a broader, more representative sample of parents from different regions to improve the generalizability and applicability of the findings. Lastly, although a mixed methods approach was employed using questionnaires and interviews, the exclusion of direct classroom observations may have limited the depth of contextual understanding. Observations can provide a more accurate and nuanced account of daily interactions, behaviors, and gender dynamics within the school environment. Without this method, the study may not fully capture the lived realities of children and educators.

Conclusion

Male presence in EC teaching is a taboo subject that has increased in significance with the empowerment of women in society. This study sheds light on these critical sensitivities and the extent to which gender inequality must be overcome. This will be possible only by conducting extensive field studies in different educational contexts, such as higher education institutes. This phenomenological study contributes to the literature on parents’ and teachers’ perceptions of gender biases in the ECE field. Investigating the importance of a balanced work environment that enables optimal growth and learning for children enriches the related literature, where research on this issue remains limited. The implication is that both male and female teachers should improve in deficient areas. McDonald et al. (2024) argued that there is an urgent need to attract and retain more men, which would expand the range of personal strengths and professional experiences, as well as potentially contribute to the de-gendering of the ECE and childcare context over time. To promote gender equality, concerted efforts are needed to reassess and reform workplace policies and practices to eliminate gender biases and promote inclusiveness (Adeniyi et al., 2024). Progress toward gender equality is a joint effort among all stakeholders, and achieving it will help build a more equitable and prosperous future for all. Public authorities and policymakers should consider the positive impact male teachers can have on boys’ education and their social and emotional development. Despite ingrained cultural gender stereotypes, all teachers should strive to transform society by recognizing themselves as equal participants and actively rebuilding their social relationships. Further, determining the cultural factors related to societal attitudes toward men’s position in children’s lives is needed.

Moreover, in light of the study’s findings, it is imperative to critically monitor children’s developmental and academic trajectories both before and after the implementation of the policy assigning female teachers to educate both boys and girls. This assessment should not only consider immediate educational outcomes but also explore deeper implications for children’s socialization processes, identity formation, and their capacity to internalize values of gender equity, elements that are foundational to nurturing responsible, inclusive citizens from an early age. Most importantly, there is an urgent need to educate communities and education stakeholders about the benefits of integrating male teachers into ECS. This requires dismantling gender stereotypes that cause gender inequality, create a toxic work environment unfavorable to gender harmony, and negatively impact the education system.

To eliminate these pervasive stereotypes about male teachers, governments and educational institutions should implement proactive policies that promote gender diversity, challenge societal biases, and support men in nurturing roles within education. This requires reforming education policy to continue improving teachers’ conditions and creating a gender-equal work environment (Brownhill et al., 2021; Wu, 2023). This also requires that teachers have appropriate qualifications and receive comprehensive and balanced training on addressing gender differences in teaching methods, along with support in adopting effective practices that promote equality within the education system. Therefore, consensus among all parties, including policymakers, parents, and educational administrators, may address the issue of male teacher exclusion, thus achieving balance in the teaching workforce in children’s learning environments.

Supplemental Material

sj-docx-1-sgo-10.1177_21582440251375402 – Supplemental material for A Gender-Balanced Workforce Matters: Parents’ and Teachers’ Perspectives of Equality of Professional Opportunities for Teaching in Early Childhood

Supplemental material, sj-docx-1-sgo-10.1177_21582440251375402 for A Gender-Balanced Workforce Matters: Parents’ and Teachers’ Perspectives of Equality of Professional Opportunities for Teaching in Early Childhood by Thoraya bin Kadasah and Sabha Hakim Allehyani in SAGE Open

Footnotes

Acknowledgements

We would like to thank the committee members at King Saud University for their contributions in enhancing the quality of this research. In addition, we would like to thank all the study participants. We are also grateful to the Deanship of Scientific Research at King Saud University.

ORCID iDs

Thoraya bin kadasah

Sabha Hakim Allehyani

Ethical Considerations

This research was approved from the ethics department in King Saud University with approval number (KSU-HE-24-649). All participants have given their informed consent to participate in this study.

Consent to Participate

We obtained informed consent from all participants.

Author Contributions

Both authors contributed to the study conception and design, data collection, and analysis. The manuscript was written and approved as the final version by both authors.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The data supporting this study’s findings are available from the corresponding author upon reasonable request.

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