Role of Teacher Gender Preference in the Education of Preschool Children in Oyo State, Nigeria

Abstract

Preschool education is a critical stage in a child’s development, laying the foundation for cognitive,
social, and emotional growth. In Nigeria, particularly in Oyo State, little attention has been given
to how teacher gender preferences influence early learning experiences. This study tackles this gap
by examining parental and institutional attitudes toward teacher gender in Early Childhood Care
Development and Education (ECCDE) and their implications for children’s development. Guided
by Gender Schema Theory, the research relied on a review of local and international literature,
policy documents, and empirical findings from Oyo State. The aim was to explore the nature of
preschool education, the role of teacher gender preference, and the challenges this creates in
achieving balanced early childhood teaching environments. Literatures reveal a strong bias toward
male teachers, with more parents preferring women for preschool roles due to perceptions of
greater patience, nurturing ability, and trustworthiness. School proprietors often align hiring
practices with these preferences, leading to male underrepresentation and reinforcing stereotypes
about caregiving roles. This imbalance reduces children’s exposure to diverse role models and
limits progress toward gender equity in education. The paper highlights the need for awareness
campaigns, policy reforms, and inclusive hiring strategies to promote gender diversity in ECCDE.
Addressing these issues can help create richer learning environments and challenge restrictive
gender norms from the earliest stages of education.