Influence of bronfenbrenner ecological theory on career choices of preservice teachers of students with developmental disabilities

Objectives The current study explored how ecological systems influence Saudi Arabian preservice male special education teachers’ career choice and professional development. Guided by Ecological Systems Theory, the study examined how individual, family, institution, and culture influence their attitudes. Methods The qualitative phenomenological research approach was followed, including semi-structured interviews with five preservice teachers who belonged to Riyadh-based universities. Results Three dominant themes were elicited: (1) the role of family, community, religious, and cultural values — Islamic values and family encouragement were cited by participants as key motivators; (2) negative interaction with teachers throughout the educational journey, wherein participants characterized the heavily lecturing teaching style as demotivating; and (3) the general impact of faculty interactions, with both positive aspects (e.g., availability of instructors) and limitations posed by the absence of local contextual knowledge portrayed by some members of the faculty. Conclusions The results highlight the need to recognize the complex ecological environment of teacher education programs, paying special attention to the contribution of religion, culture, and meaningful faculty interaction in influencing preservice teachers.