The master's thesis discusses the phenomenon of the feminisation of teaching profession, focusing on four main thematic areas that concurrently function as goals. We begin the discussion with a historical description of women's entry into the teaching profession in order to portray feminisation's origin and therefore dispel the belief that construes feminisation as a new acute phenomenon. In the second part of the thesis we address the issue from the point of view of stereotypes and ideology, where we establish that domestic ideology binds the teaching profession with the role of a "pseudo-wife" or "second-mother", which inevitably affects the perception of teaching and renders it as an exclusively female labour, for which the ability to care and dedication are of paramount importance. The latter has a negative effect on the recruitment of men, which we present in the next step, together with the demand of solidifying hegemonic masculinity, which allegedly alleviates the impact of feminisation by consolidating traditionally male characteristics and thus facilitating a more "boy-friendly" school. In doing so, we analyse the initiative for "true male role models" and reflect to what extent such an intervention would be prudent, or conversely, how it would merely culminate in reproducing social relations. Based on role models and the factor of gender we demonstrate the inadequacy of proposed solutions for balancing the academic achievement of boys and girls, responding to suggestions that concern or originate from the logic of expectations, stereotypical perceptions and biological determinism.
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