Little is known about what motivates men to enter teaching, or what would help more of them stay.

Despite widespread concern about teacher shortages, the lack of male representation in the teaching workforce remains underexamined. Men account for roughly a quarter of K-12 teachers nationally, with even lower representation in elementary grades. Research suggests that male teachers can serve as important role models, particularly for boys, and that a more representative workforce benefits students and schools alike. Yet there is little evidence about what draws men to teaching in the first place, or what supports would help retain them.

NORC designed a mixed-methods study to understand what draws men to teaching and what helps them stay.

The American Institute for Boys and Men partnered with NORC to explore these questions through a mixed-methods study combining survey and interview data. The study focuses on Wisconsin—a state whose teacher workforce demographics and preparation program landscape reflect patterns found across much of the country.

The survey will reach current teachers, preservice candidates in traditional and alternative programs, and individuals who left the profession or chose not to pursue teaching, identifying key motivators, barriers, and supports that influence men’s decisions to enter and remain in the field. NORC will complement the survey with interviews across a diverse sample, including career-changers and participants in “Grow Your Own” programs, to add depth and context to the quantitative findings.