According to The Australian, the number of male teachers across Australia has been dwindling – figures from the Queensland College of Teachers show a drop from 20.6 to 17.9 per cent in 2005 in Queensland. There are similar results throughout the country. Less than 20% of teachers are men. There are many Australian schools with no male teachers. More than 50 schools in South Australia alone had no male teachers in June 2015 according to The Advertiser.

The first question to ask is, is this a problem?

We have installed a myriad of incentives to bolster women's presence in the workplace to some effect. Many schools are a 'relevant employer' under the Workplace Gender Equality Act 2012 and are required to report annually to the Workplace Gender Equality Agency. The WGEA is charged with promoting and improving gender equality in Australian workplaces. This is just one initiative to promote gender equality in the workplace and of course, there is always more work to do – but do we need to approach the lack of men in teaching in a similar way? After all, men are hardly turning away from the chalkboard for want of empowerment.

According to a study from the Australian Catholic University, the shortage of male teachers began to emerge in the 1990s. According to The Educator the problem is not new – 'For the last 20 years as few as one in five Australian primary school teachers have been male.'  The article says that recent statistics show that a mere sixteen per cent of NSW primary school teachers are men and only 15 per cent of Queensland primary school teachers are men. Unfortunately, at present, incentives are not offered to men to enter teaching. The reality of the figures is that male teaching numbers have remained unchanged over the last quarter of a century but female teacher numbers have drastically increased, therefore causing a proportional decline in male numbers.

According to an article from The Sydney Morning Herald, when asked at university teaching placements in schools, male teaching students are often cautioned by male teachers at the schools against going into the profession. Though such anecdotes reflect a negative perception of the profession from the horse's mouth, governments have been keen to dismiss such rhetoric. James Merlino, the Victorian Minister for Education has said that the Education Department's hiring policy is meritorious and not based on gender. South Australia's Department of Education and Child Development representative, Sam Bradley, said that the Department's priority was on sourcing high-quality teachers irrespective of gender saying, 'the Department for Education and Child Development is an equal opportunity employer with an open selection recruitment policy.'

Generally, three of the key reasons why men are not entering teaching are:

• gender stereotypes;
• salary; and
• contract employment and relief teaching.

Dr Philip Riley, an ACU associate professor told The Educator that there were various reasons for men not becoming teachers but it was primarily due to a rise in contract employment and ingrained gender beliefs. Riley has also pointed the finger at the media for what he calls 'teacher bashing'. Essentially he believes that in order to throw off the negative associations and the poor incentives someone would need to be very keen to enter the profession from the outset in order for that person to stay committed.

Studies have shown that there are many benefits associated with having male teachers, especially in a school with male students. The Executive Dean of Education and Arts at ACU, Professor Aspland, said that 'it is widely regarded that male teachers can play a positive role in school communities.' Aspland has said that boys seek an adult who they can readily relate to as a male and girls can gain an understanding of how to interact with men other than their father or brothers.  It is critical for personal and emotional development.

Steve Biddulph, the author of the acclaimed book, Raising Boys, said that 'the 6-14 age range was a period when boys "hunger for male encouragement" and role models'. It is not only boys who benefit from good male role models. Girls have felt anxiety at the prospect of entering high school without having encountered male teachers at primary school. A report sourced by The Conversation suggests that male teachers develop close relationships with boys and girls while female teachers build close relationships only with girls.

Then there is the salary concern. As many young men choose trades that yield higher wages post apprenticeship, those with teaching aspirations are left feeling deterred with the uncertainty involved in year-to-year contract employment and the prospect of relief teaching to get a foot in the door. Several years ago the Coalition Government attempted to solve this issue through providing funding via teacher scholarships. In 2004, the Federal government promised AUD $1 million in scholarships for men studying to become primary school teachers. Not one of these scholarships has been funded. But according to The Conversation's article, offering male-only scholarships is unlawful. Male-only scholarships would breach the 1984 Sex Discrimination Act (the Act). A bill to amend the Act has been rejected not once but three times because there is not sufficient evidence that the lack of males in the profession was adversely affecting children.

Of course, we are not suggesting that only men should benefit from a higher salary for teaching. All teachers, regardless of gender, should receive equal pay. This is, of course, an issue (other than the legal problem) that has perhaps led to the bill failing so far. In other words, teacher pay should be of a level that attracts all genders to the profession.

There is also the fact that teachers often begin their careers in relief work which is financially unpredictable and doesn't allow the teacher to develop their teaching practice and become comfortable with the same cohort of students and flourish. Further, even when a full-time position is offered this is typically a contract position. When men are making decisions on purchasing houses and setting up a family, it is this unpredictability that turns them away from the career.

How can we boost the numbers without discriminating?

The 'Males in Primary' program was started in Western Australia to raise awareness of primary teaching as a career for young men. The program promotes the importance of male role models and raises awareness of primary teaching as a career opportunity for young males. WA Education Minister, Peter Collier has accepted that he is disappointed that young men are not taking up teaching but believes it is hardly surprising when they can earn significantly more driving mining trucks.

At the heart of it, this is a significant issue for students as it is the students who benefit from the diversity of gender.

Are vexatious claim fears turning men away?

You do not have to look far to find incidents of male teachers being accused of misconduct in relation to their female or male students. Sadly, In some cases, the accusations are correct. The Royal Commission Into Institutional Responses to Child Abuse has uncovered the systemic problems in many boarding facilities and schools. Is it possible that fear is sending men away from the job? Fear that they will be accused of misconduct?

One teacher from South Australia has told men not to become teachers after his harrowing two-year ordeal in which he was investigated for misconduct. The teacher, 60, was blinded by the accusation when he was interviewed by Police who did not lay charges. He insisted he was innocent and finally received a letter allowing him to return to the school that had fired him but now suffering post-traumatic stress disorder he has been unable to return and instead has taken long service leave to recover.

To minimise fear being a reason deterring men from becoming teachers, schools should ensure that they have clear policies, procedures and training in place addressing acceptable conduct and professional boundaries between staff and students.  If teachers understand the 'do's' and 'don't's' of conduct towards students, it will help them have confidence in their role and behaviours at school and during school events.

What should schools be looking for?

What traits should schools be looking for in a teacher other than gender? Enthusiasm? Professionalism? Respect? A love of learning? Collaborative? A skilled leader? Most importantly, does the candidate have a passion for teaching above other career paths? Faculty Focus discusses the best qualities a teacher can bring to the classroom here – and hint, not one quality is gender affiliated. Jess Moroney teaches at Woodside Primary School in the Adelaide Hills. He believes that 'as long as you have someone who is dedicated and motivated, regardless of gender I think it's important you've got the right people in the job.'

Now, what can be done? Principal, Nick Hately, of Trinity College, believes there should be a public campaign. Salary seems to be an important part of the equation. Education commentator and former Education Department executive Graeden Horsell says that 'the wages they earn are not what they could earn elsewhere.' There is more work that needs to be done, but who is going to stand up for men in the teaching profession?