Abstract
In the mostly female dominated profession of teaching, this pilot project investigates how a group of males who are both fathers and teachers perceive their experiences as they navigate these dual roles. This qualitative study invited men who were teaching in early childhood, primary and secondary settings in New Zealand, and who were also fathers, to comment on their perceptions of how their dual roles impacted on each other. The themes emerging from their responses included empathy for parents, better understanding of children, benefits for own children, and being viewed as “more real” by their students, as well as being better equipped to understand schools and learning, improved personal and professional qualities, and more time available to spend with family.
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