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Many participants in this study made mention of the support they had received within their schools. Along with the strategies discussed above, this support was a key contributor to their ability to cope with the fear and uncertainty they experienced in relation to physical contact, and remain within the primary teaching profession. This finding aligns with one of the key assumption of SCCT; that people are more likely to implement career choices such as persisting within their profession if they perceive and experience strong supports for their choices (Lent, 2012). Lent et al. (2000) also stated that perceptions of these supports are a key predictor of career outcomes such as retention. Participant comments primarily focussed on the support they received from their female colleagues and school leaders, but other participants made specific mention of other members of the school community, such as parents and students.

Female Colleagues and School Leaders

Numerous participants in this study stated that support from their female colleagues and school leaders was a vital aspect of their ability to cope with the fear and uncertainty they experienced in relation to physical contact. These statements echoed previous research (e.g., Ashiedu & Scott-Ladd, 2012; Cooney & Bittner,

145 2001; Smith, 2008) that indicated the importance of these relationships. In addition to their important roles in the strategies discussed above, participants stated that this support included discussing concerns and seeking advice through to direct assistance when required;

I have had some extraordinary support from female staff. I have been lucky here as I have a female colleague directly across the hallway so I just have to open the door walk over and say "I need you to help me with this" (Fenton, Interview 2, November 2014)

I know the principal would bend over backwards to make sure I was happy and wanted to stay which is good. She has been happy to come and take my class for short periods when I had to deal with a sensitive issue immediately, which was very helpful (James, Interview 2, November 2014).

These comments demonstrated that support from female colleagues and school leaders can come in many different forms and in many different contexts. Colleagues and leaders would likely offer support regardless of gender, yet participants in this study clearly appreciated that they could quickly access support from their female colleagues and school leaders if they required it. This was particularly important for situations in which they were fearful or uncertain about making physical contact.

In addition to support and direct assistance from female colleagues and school leaders, participants also talked about how they valued being able to share their concerns so that others were aware of potential problems. Participants in this study described the importance of informing colleagues as soon as possible if they ever suspected there was the potential for an issue to arise with a student;

146 I will get in as early as possible and go to a supervisor to make it really clear that this is the situation, this is what's happened, and this is how I'm

responding (Fred, Interview 1, August 2014)

I think you just need to make sure you are sharing that information with other teachers. Informing others shares that responsibility and other people are aware that this is going on so there is any recourse then you have other professionals to back you up (Steve, Interview 2, November 2014).

These comments revealed that making other colleagues aware of situations in which they were fearful or uncertain was an important coping strategy for some male primary teachers. The strategies revealed in these comments display similarities to other strategies mentioned by participants such as moving to a public place to deal with a student one on one so that other colleagues can see what is happening. Making colleagues aware of potential problems was unlikely to be a male only strategy, yet it was highly valued by participants that experienced fear and uncertainty about physical contact. This support was particularly influential because of the gendered double standards prevalent in society, and the likelihood that these men might not have other men to talk to about these issues within their schools.

Support from school leaders can also come through informing male teachers when parents have requested their children be in their class and keeping requests for children not to be particular classes to themselves.

I know in some cases there have been parents who have said "we want him in with Fred because he needs a male figure in his life." And I have at times had kids directed my way because they are in a female only house and there is no

147 male presence. There may well be that parents request to not have me but you don't hear that (Fred, Interview 1, August 2014).

These and other similar comments indicated that some parents did specifically request their children have a male teacher. Some men would rather know about all requests and the reasons parents have given for not wanting their children in the class of a male teacher, yet the withholding of this information by school leaders could positively influence the self-efficacy of male primary teachers. This improved self- efficacy might be as a result of feeling that they have the trust and support of school parents and were seen as the equal of their female colleagues. Male primary teachers might be less fearful and uncertain about making physical contact with their students if they felt that parents trusted them to assess the educational and social value of doing so.

Building Trust and Rapport

Many participants in this study mentioned the building of relationships with parents and students as being vital to their ability to cope with the fear and uncertainty they experienced in relation to physical contact. The importance of male primary teachers gaining acceptance from the parents of their students has been noted by previous research on male primary teachers (e.g., Mills et al., 2008; Thornton & Bricheno, 2008). It appeared that participants believed that the development of this trust and rapport would make them less vulnerable to false accusations of

inappropriate behaviour and ensure that their school community viewed them as different to the high profile paedophiles seen in the media.

Despite many participants stating that they just ignored the media, others worried that their reputations would be tarnished by the inappropriate actions of other

148 men. In order to combat this, men described how building trust and rapport within their school and the wider school community reduced the difficulty of this challenge. For example;

The greatest 'weapon' a male teacher can employ is confidence and

competence. Once a track record of competence is established it is no longer an issue. Parents, mums in particular, want to know that you care and that you can empathize. Some need regular reassurance, given in little doses (a note in the homework book, a chat at the gate) others just like to test you and once you have passed the test, you are accepted (Survey respondent 12, August 2013)

I always go out of my way to get to know parents and build a rapport. Kids at my school feel intimidated by a loud "bloke" as my voice and nature can be overwhelming. So I get to know the kids first and foremost and then the parents (Survey respondent 45, August 2013).

As participants were unable to change societal perceptions of male primary teachers themselves, it appeared that the strategy many had adopted was to try to improve these perceptions within their own schools. This strategy has been reported in previous research on male primary teachers (e.g., Foster & Newman, 2005). These comments indicated that male primary teachers deliberately made the effort to build rapport with parents, and that they believed that this would make their job easier long term. This also appeared to be a more useful and successful strategy than simply ignoring the media. These findings suggest that the building of trust and rapport is vital to the success and persistence of male primary teachers. If parents and other stakeholders felt they knew male teachers well, these men were then given greater

149 trust and acceptance. This trust and acceptance allowed them to take a more hands on approach to teaching and reduced the risk of their reputation being adversely affected by the inappropriate behaviour of other men.

The contrast between participants’ willingness to make physical contact with their students might be related to the amount of trust and acceptance they perceived to have from the parents of their students. Participants such as Fred and Harry were happy to challenge gender stereotypes and make physical contact with their students. This poses the question of why they were willing and able to ignore gendered double standards and incorporate physical contact into their teaching approaches when other men were not. The answer to this question is likely to have many complexities, but Fred and Harry do have obvious similarities. They are both older men who are well established in their present schools after many years of teaching experience. The trust and rapport they had developed within their school community over time might have contributed to them feeling that their behaviour was less scrutinised and that they could adopt a more hands on approach similar to their female colleagues. If this were indeed the case, it would be a similar situation to one noted by Foster and Newman (2005). One of their participants noted that he was gradually able to change his teaching approach as he gained the acceptance and trust of parents. This perceived trust eventually enabled him to approach physical contact in the same hands on way his female colleagues did. This participant was very aware that this acceptance would disappear if he changed schools and had to start again with a new set of parents.

Parents' perceptions of teachers and their work can be considered a microcosm of societal views more generally (Commonwealth of Australia, 1998). If parents see male primary teachers working hard and doing their jobs well it might improve their

150 opinions of these men and gradually start to positively influence the perceptions of male primary teachers in society more generally. Until this has occurred male primary teachers will have to use other coping strategies for dealing with negative media perceptions and the resultant fear and uncertainty they experience surrounding physical contact.