Men who teach and leave: An investigation into factors that push men out of the classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Feminization of the Trinidad and Tobago teaching profession has been well known for decades with male teachers accounting for approximately one quarter of the teaching service. Several studies have highlighted the value of male teachers as role models for boys. Yet, men continue to exit the teaching service in quest of alternative forms of employment. This study investigated factors that push men out of the classroom in search of alternative forms of employment. Four hundred and fifty-three (453) participants were randomly selected from the northern and southern parts of Trinidad where they once taught. Findings of the study revealed that while approximately 20% of the sample left the teaching service as a result of compulsory retirement, the majority left because of individual and contextual factors ranging from low salary and the desire to explore opportunities for upward mobility, to lack of parental and administrative support. Results of this study have implications for a more robust education policy formation aimed at attracting, recruiting, and retaining male teachers in the Trinidad and Tobago government primary and secondary school system.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it