Abstract
ABSTRACT Through a Systems Theory Framework, the study explored the systems of influence on male teachers’ career development within individual, social, and environmental-societal contexts. Four male Qatari teachers recounted their stories of career past, present and future in this life history study. Narrative data from four female teachers were also collected to further understand teachers’ work in this context. Three main patterns emerged from the analysis, constituting the influences on becoming a teacher, on being a teacher, and on future prospects. Implications for policy and practice are proposed as a set of design directions for a multidirectional career development model.
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