1. The influence of social concept: In some cultures, education is regarded as women's work, and men are more suitable for manual labor or technical work. This concept may lead men to be unwilling to choose education as their career development direction.
2. Work pressure and salary: Teachers are under great work pressure and need to undertake many tasks such as teaching, management and home-school communication. In addition, teachers' salaries are relatively low, which may lead some men to be unwilling to engage in this industry.
3. Career development opportunities: Compared with other industries, there is relatively little room for promotion in the education industry. Men may be more inclined to choose industries with more career development opportunities.
4. Family responsibilities: Men usually assume more economic responsibilities in the family, and they may prefer to choose jobs with more flexible working hours and higher income. Teachers' working hours are relatively fixed, which may not meet their needs.
5. Gender prejudice: In some places, there may be prejudice against men's education, thinking that men are not suitable for educating children. This prejudice may affect men's willingness to choose education.
6. Uneven distribution of educational resources: In some areas, educational resources are mainly concentrated in cities, while those in rural areas are relatively scarce. Because the working environment and living conditions in rural areas are relatively poor, men may prefer to work in cities.
Generally speaking, there are many reasons for the low proportion of male teachers, including social concept, work pressure, salary, career development opportunities, family responsibilities, gender bias and the allocation of educational resources. To solve this problem, we need to change social concepts, improve teachers' treatment and social status, provide more career development opportunities and improve the distribution of educational resources.