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Abstract

Growing attention to father absence and limited paternal involvement in Indonesia highlights the importance of professional and supportive practices in early childhood education (ECE). This study examines how male ECE teachers respond professionally to children whom they understand to experience father absence or limited paternal involvement. Using a qualitative case study design, the study involved 13 male ECE teachers from 13 institutions in South Kalimantan. Data were collected from May to August 2025 through 26 semi-structured interviews and 39 classroom observations and were analyzed using an interactive qualitative analysis approach. The findings show that participants provided pedagogical guidance, relational and socio-emotional support, positive role modeling, and individualized classroom support within their professional roles. They also described challenges related to gender stereotypes, uneven paternal participation in school communication and activities, limited professional development related to inclusive practice, and insufficient structured institutional support. These findings represent teachers’ perceptions and observed professional practices rather than evidence of changes in children’s family relationships or developmental outcomes. Male teachers should therefore be understood as professional educators and supportive adults rather than as substitutes for fathers. The study highlights the importance of gender diversity in ECE when accompanied by professional competence, ethical boundaries, safeguarding procedures, family-school coordination, and institutional support.

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