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

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 givento how teacher gender preferences influence early learning experiences. This study tackles this gapby examining parental and institutional attitudes toward teacher gender in Early Childhood CareDevelopment and Education (ECCDE) and their implications for children’s development. Guidedby 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 ofpreschool education, the role of teacher gender preference, and the challenges this creates inachieving balanced early childhood teaching environments. Literatures reveal a strong bias towardmale teachers, with more parents preferring women for preschool roles due to perceptions ofgreater patience, nurturing ability, and trustworthiness. School proprietors often align hiringpractices with these preferences, leading to male underrepresentation and reinforcing stereotypesabout caregiving roles. This imbalance reduces children’s exposure to diverse role models andlimits progress toward gender equity in education. The paper highlights the need for awarenesscampaigns, policy reforms, and inclusive hiring strategies to promote gender diversity in ECCDE.Addressing these issues can help create richer learning environments and challenge restrictivegender norms from the earliest stages of education.