This week, a group of Australian primary school principals called for more male primary school teachers, saying boys needed more “male role models”.
The Australian Government Primary Principals Association told a parliamentary inquiry male students were struggling with their schoolwork in part due to a lack of male role models.
So, what is happening with male teacher numbers in primary schools? And what is needed for good role models for boys and for all children?
Numbers in decline
The proportion of male primary teachers in Australia has been falling steadily for decades. It was around 30% in the 1980s but dropped to below 20% in 2007. As of 2025, 17.6% Australian primary school teachers were male.
However, that figure reflects all male teachers in primary schools, including principals and physical education specialists. So the actual number of men teaching in primary school classrooms is likely to be even lower. Numbers vary slightly from state to state, but are all around 15-20%.
Researchers have even previously suggested male primary teachers could become “extinct” by 2067 if the downward trend continues.
Teachers as role models
Politicians, parents and school leaders have all argued we need more men in primary schools.
There is a view more male teachers could improve boys’ academic outcomes, that men can act as positive male role models and that increased numbers of male staff would better represent the general population.
Does the research support these views?
In short, the research findings are mixed.
Some students, particularly boys, say they enjoy being taught by male teachers. But large international studies suggest teacher effectiveness is not determined by gender.
This international research also indicates female-dominated primary school teaching is not causing poorer outcomes for male students.
Similarly, while male and female teachers may be role models for some students, research suggests students’ role models are more likely to be peers and family members.
How schools can benefit from more men
This is not to say schools shouldn’t look at increasing the numbers of male teachers.
Researchers and policy makers have suggested school staff rooms should be more reflective of the student population and wider society.
This includes gender, but also demographics such as race and ethnicity.
A staff group with different characteristics and perspectives could increase the likelihood of all students being able to find a teacher they can relate to.
This may promote feelings of school belonging, which can improve students’ engagement and reduce disruptive behaviour.
Australian research has also indicated primary students and their parents want more male teachers for social reasons, not academic reasons. Some young boys and girls have said they wanted to understand how to interact with men.
Role models and stereotypes
But there are other reasons to be cautious about claims men are needed as positive school role models for boys.
Research with primary school principals shows the phrase “male role model” can be code for men who display traditional traits of masculinity.
In other words, men who display heterosexual, stoic, sport-playing, “real man” characteristics.
While such role models are valuable for some students, they can exclude other students and other forms of masculinity. They also overlook how women can model and teach traditionally masculine values.
Addressing the decline
Our research suggests several factors may help recruit and retain more men in primary teaching.
Research tells us male teachers may be worried about social isolation in a female-dominated workplace, uncertainty around dealing with physical contact with students, and expectations to undertake typically masculine roles in a school, such as sports coaching or maths and science teaching.
Research has also suggested that a broader definition of masculinity is required to encourage more men into “caring” professions like primary school teaching. This could involve including behaviours such as being kind, knowing childrens’ interests, listening to their worries and offering words of reassurance as acceptable aspects of masculinity.
Caring professions, typically performed by women, have traditionally offered lower pay and status than other careers. This can feed into young people’s career aspirations.
So to get more men involved in primary school teaching, we need a multi-level approach. This includes schools ensuring they welcome and encourage male teachers, and teaching degrees preparing male teachers to handle challenges in their workplaces.
More widely, we need to rethink what we expect from “male teachers”, promote acceptance of “caring” forms of masculinity and reconsider how we pay and support all teachers in these important roles.
