几十年来，吸引和留住合格教师一直是全球面临的挑战。这种情况在21世纪变得更加严重，无论是发达国家还是发展中国家。在本研究中，研究者试图研究影响俄罗斯男教师师范生毕业后职业选择的因素。研究人员采用了混合方法类型的研究，其中包括定性和定量数据。这项研究涉及255名小学、初中和高中教师，其中120名是男性。研究对象包括2名教育政策制定者、12名班主任、14名学生和30名家长作为关键信息提供者组。研究人员通过问卷调查和半结构化访谈指南收集数据。该研究基于Henslin于1999年提出的性别社会化理论，并将其应用于专业化的过程中，这一过程恰好为男性和女性设定了角色、期望和身份的定义。

调查结果显示，120名男教师中有55名是毕业不到1年的应届毕业生。另外，毕业于1 至 2年和3 至4年的男教师分别为43名和18名。研究人员还发现，57.5%的男教师希望毕业后在自己的专业岗位上呆不到一年。研究发现，大多数(39.2%)的男教师因工资低而离开教师行业。调查结果显示，在30名家长中，有17名家长更希望小学阶段由女教师来教孩子。120名男教师中有50名更倾向于在教学结束后创业。另一方面，中等数量的人(120人中有32人)更喜欢工程学。大多数(120人中有98人)男教师选择其他职业是为了追求高收入，另一些人则希望拥有自主权(120人中有38人)，还有很多人(120人中有42人)认为教师是女性的职业。俄罗斯劳动力市场对俄罗斯教师的补偿不足，使他们绕道发展，从而转向其他职业。

研究人员得出结论，除非有关性别和职业选择的社会经济结构得到改善，否则俄罗斯的教育行业将继续性别化或女性化。

此外，俄罗斯劳动力市场的决策者应该考虑为教师设定公平的工资，以改善其有利于男性的声誉。最后，建议男性在冒险进入师范学校从事教师职业之前，也要更早地明确自己的职业方向。

For decades, the attraction and retention of qualified teachers has been a challenge all over the globe. This situated became more vivid and aggravated in the 21^st Century with no distinction of the developed or developing countries. Moreover, the situation has been more linked to the male gender being less in the profession of teaching than other careers which call for working with material things for example engineering, business and construction. In this study, the researcher sought to research on factors influencing Russian male teachers' career options after graduation from normal schools. The researcher adopted a mixed methods type of research which incorporated both the qualitative and quantitative data. The study involved 255 teachers who teach elementary, middle and high school, of which 120 were male. Furthermore, the study participants included 2 education policy makers, 12 head teachers, 14 students, and 30 parents as the key informants group. The researcher collected the data by use of questionnaires and semi-structured interview guides. The research was based on a gender socialization theory by Henslin in 1999 as operationalized to the process of specialization which occurs to set the definition of roles, expectations as well as identities for the men and women.

The researcher found out that majority (55 out of120) of the male teachers are recent graduates whose graduation dates back to less than a year ago from now. Furthermore, another moderate (43 and 18) number of male teachers graduated 1 to 2 and 3 to 4 years ago respectively. The researcher also found out that 57.5% of the male teachers want to stay in their profession for less than a year after graduation. It was found that majority (39.2%) of male teachers of the study leave the teaching profession due to low salary. The study found out that majority (17 out of 30) parents prefer that their children are handled by female teachers at elementary level. Majority (50 out of 120) male teachers prefer venturing into business after teaching. On the other hand, a moderate number (32 out of 120) would prefer engineering. Most (98 out of 120) of the male teachers chose another career in pursuit of high payment, others desired autonomy (39 out of 120) and another high number (42 out of 120) perceive teaching as a female profession. The Russian labour market under compensates the teachers in Russia which detours their development, thus heading for other careers.

The researcher concluded that the teaching profession in Russia will continuously be gendered or feminised unless the social-economic constructs about gender and career choice are worked upon. Furthermore, the Russian labour market policy makers ought to take into consideration setting fair salaries for teachers in order to improve its reputation to favour the male gender. Finally, it is recommended that the male gender also gets clarity of their career direction earlier before venturing into normal school for a teaching career.