Gender Role Self-concept, Gender-role Conflict, and Well-being in Male Primary School Teachers

In this field-study, we analysed the interrelations between gender role self-concept, gender-role conflict, and well-being in male primary school teachers. Our sample comprised N = 81 respondents from an urban area in Germany (average age: 42.9 years; average tenure: 11.4 years). In Germany, primary school teaching is a numerically female-dominated occupation. We found that masculinity, femininity, and androgyny positively influenced well-being, while gender-role conflict was negatively interrelated with well-being. We expected that gender-role conflict weakens the positive effects of masculinity and femininity. Unexpectedly, we even found a detrimental effect of femininity when gender-role conflict was high: For respondents reporting comparatively high gender-role conflict, femininity was associated with lower work satisfaction.