Clearer Guidelines

Participant perceptions of when and where it was appropriate for them to make physical contact with their students were largely in line with policy documents. Despite this consistency many of these documents were vague and lacked the depth of information required by male primary teachers who were fearful and uncertain in relation to physical contact. This lack of depth was particularly the case for the Tasmanian guidelines (Christian Schools Tasmania, 2015; Tasmanian Catholic Education Commission, 2007) that directed the behaviour of the majority of

154 participants in this study. Some examples of missing information included where on the body a teacher could make contact when physically restraining a violent student, and whether or not it was appropriate to hug an upset child. Organisations such as the Tasmanian Catholic Education Commission and Christian Schools Tasmania might need to provide clearer and more comprehensive physical contact guidelines to their teachers that include specific directions of appropriate behaviour in common

situations, such as those involving first aid, physical restraint and upset students. This increased guidance could allow male teachers in particular to be more confident in their actions and result in their students receiving the care and assistance they require in a timely manner. Schools could also be encouraged to share these guidelines prior to the start of each school year in order to keep them fresh in their teachers’ minds and reduce confusion in the wider school community about what is and is not appropriate teacher behaviour.

Alternatively, the existence of a more detailed set of guidelines might be problematic and actually perpetuate and reinforce the gendered double standards discussed previously. These guidelines would be gender neutral and written for all teachers, yet the reality of societal expectations and perceptions being what they are is that they might make the experiences of male primary teachers even harder. Female teachers are likely to continue making the same amount of physical contact they currently do whereas their male colleagues would likely feel that they had to strictly follow all guidelines. Guidelines might reduce some of the uncertainty surrounding when and where male primary teachers could make physical contact with their

students, but they would not reduce their fear. Male primary teachers who continue to be fearful of being accused of making inappropriate physical contact with their

155 students might decide that not making any physical contact with their students is the best way to cope with this challenge and consequently protect themselves from false accusations of sexual abuse.

5.5.2 Coping Efficacy

Coping efficacy might moderate an individual’s perceptions of the challenges they face (Lent et al., 2001; 2005). Participant data indicated that high levels of coping efficacy positively influenced their ability to cope with the gender related challenges they experienced and persist within their profession. Successful previous experiences, vicarious learning and presence of social supports influenced

participants’ coping efficacy. Therefore it is vital that male primary teachers are able to access these experiences and support in order to assist them in coping with the fear and uncertainty they experience in relation to physical contact.

Male primary teachers need to be able to access mentors and observe the strategies that these successful and experienced teachers use to cope with situations involving physical contact. These successful coping strategies can then be

incorporated into the teaching approaches of other less experienced male primary teachers and positively influence their coping efficacy for this challenge. Participants in this study stated that they had learnt a lot from experienced female colleagues, yet many participants specifically stated that learning from a male mentor had been of most benefit to them in situations involving physical contact. This added benefit appeared to have occurred because these male mentors had personally experienced the gendered double standards and societal perceptions that participants had experienced. This personal experience meant that these mentors could suggest, and model, practical coping strategies that were specific to the fear and uncertainty participants described.

156 If schools do not have experienced male staff that can mentor younger male teachers they might need to make available the time and or money required to facilitate this occurence. This could involve male teachers attending conferences and building local male teacher support networks, and also the employment of retired male primary teachers to act as mentors.

In addition to providing the support of a mentor, data from this study suggested the support of their female colleagues and school leaders were strong positive influences on participants’ coping efficacy. School leaders need to be aware of the importance of their support to their teachers, particularly male teachers dealing with situations involving physical contact. Male teachers need to be proactive in developing positive relationships with their school leaders and female colleagues; nonetheless school leaders can facilitate this by the creation and promotion of a supportive staff environment. School leaders should be aware of the fear and uncertainty their male teachers can experience in relation to physical contact, but specifically sharing this challenge with all staff has the potential to create a bigger issue. Fenton stated;

It [his fear and uncertainty surrounding physical contact] is not something you can just take to a staff meeting because once you introduce something like that people wonder why you want to talk about it. It is the unspoken that nobody wants to talk about but for blokes it is always there (Fenton, Interview 2, November 2014).

Fenton’s statement indicated that he felt his fear and uncertainty surrounding physical contact was an uncomfortable discussion topic and he therefore did not want to make a big deal out of it. His comments are consistent with the findings of Burn and Pratt-

157 Adams (2015) who noted that this challenge was very powerful because it remained unspoken but widely understood. Participant data indicated that they did not really want to discuss this challenge with their colleagues, they just needed to know that they had their support when required.

School leaders need to be aware of the gendered double standards and perceptions of male primary teachers in society. Similar to some of the coping strategies discussed previously, school leaders need to acknowledge the existence of these double standards and perceptions in society, and take action within their own schools. School leaders cannot change these societal perceptions and double standards themselves, but they can create and promote a supportive school environment that does not perpetuate them. This environment could increase male primary teachers’ perceptions of support, and positively influence their level of coping efficacy. This might reduce the fear and uncertainty male primary teachers experience in relation to physical contact, and make them more confident to make physical contact when they believe it is required to provide care and support to their students.