The Silent bsence: Why male teachers are “disappearing” from Albanian education

A worrying phenomenon is spreading in the Albanian education system: the drastic shortage of male teachers. In a system with over 30,000 active teachers, only about 2 percent are men. This figure is especially evident in primary and lower secondary education. This gender divide is not accidental but the result of several factors that deserve deeper analysis.

The perception of “female” professions

One of the main reasons is the social perception that teaching, especially at the lower levels, is a profession more suitable for women. Boys more often orient themselves toward professions related to technology, economics, or law, while teaching is seen as a field that requires skills linked to care and sensitivity—qualities traditionally attributed to women.

Income and working conditions

Teaching is a profession with social impact, but it often does not offer high income or attractive working conditions, especially for young people who have different career expectations. Many men choose professions that offer more financial stability and opportunities for quick advancement.

Gender stereotypes and the role of the teacher

Albanian society is still influenced by strong gender stereotypes. The role of the teacher, especially in primary education, is seen as one requiring patience, care, and emotional attention—characteristics more associated with women in traditional perception. This causes many men to feel excluded or unsuitable for this profession.

Lack of inspiring male role models

If schools lack male figures as teachers, boys growing up in this system will not see this profession as a natural path for themselves. They lack role models to identify with and, consequently, are not inspired to pursue a career in education.

Cultural norms and social expectations

In many cases, men feel pushed toward roles that society considers more authoritative or better paid. Teaching is often viewed as a profession that does not grant men the status or authority expected of their role within family or community. This negatively affects their professional choices.

Statistics that speak for themselves

In pre-university education in Albania, there are about 30,000 teachers. Of these, 70 to 75 percent are women. Men make up only 25 to 30 percent of the total, while in primary education, this percentage drops to 2 to 3 percent. Even in leadership and administrative positions, women are more represented—as principals, coordinators, and inspectors.

Conclusion

The shortage of male teachers in Albanian education is not an issue to be overlooked. It affects not only gender equality in the workplace but also the full and balanced development of students. The solution requires clear policies to encourage more boys to pursue studies in education, improvement of working conditions for teachers, and a deep reassessment of cultural perceptions about gender roles. Only in this way can we build an education system that represents everyone and serves everyone equally.

“KORÇA BOOM”