A Narrative Study Exploring Content and Process Influences on Male Teachers’ Career Development
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.
Other Information
Published in: Leadership and Policy in Schools
License: http://creativecommons.org/licenses/by-nc-nd/4.0/
See article on publisher's website: https://dx.doi.org/10.1080/15700763.2022.2134803
Funding
Open Access funding provided by the Qatar National Library.
Qatar National Research Fund (NPRP13S-0209-200319), Developing an integrated, multi-system model for career advancement to attract and retain Qataris for the teaching profession.
History
Language
- English
Publisher
RoutledgePublication Year
- 2022
License statement
This Item is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Institution affiliated with
- Qatar University
- Education Research Center - CED
- College of Education - QU
