A sociological examination of the lived experiences of male head teachers of primary schools in Scotland.

Abstract

This research focuses on the lived experiences of male head teachers of primary schools in Scotland. Gender divide within organisations is commonplace, with the continuing rise of inequality in regards to pay and opportunity. Connell's notion of hegemonic masculinity features highly within this research, with close reference to how this concept can aid our understanding of the ways in which men gain promotion within female dominated occupations. Data were collected in five in depth semi-structured interviews with head teachers of primary schools in Scotland, specifically the Edinburgh area. Participants shared experiences of being a man in a managerial position within a female dominated workplace. This research employs a phenomenological theory to underpin the research findings. Using the rigorous process of thematic analysis, three themes are identified within the subjective experiences discussed by the participants. Themes to be discussed from the findings are gender as an influential factor, analysing the impact gender has on individual's chance of promotion. Contested views of promotion, looking into the different views participants had on why men are more likely to be promoted than women. Finally, assumptions and expectations of parents, pupils and fellow teachers of male head teachers.