ABSTRACT
The
researcher set out to investigate factors that influence career choice among
the senior high school students in Alimosho senior High school and the extent
to which those factors influence students’ choice. Survey design was used. The
main instrument used for data collection was questionnaire. Simple random
sample techniques was used to select 200 students, and convenient sampling
techniques used to select three administrators and three guidance and
counselling coordinators for the study from the three public second cycle
institutions in the District. Both descriptive and inferential statistics were
used in analysing data. The construct validity was established using factor
analysis and reliability using Cronbach’s alpha. The results of the main
hypothesis and the research questions postulated for the study revealed that
Intrinsic factors reliably predicted career choice suggesting that Extrinsic
factors and Interpersonal factors are not significant predictors when the
effects of Extrinsic factors and Interpersonal factors are controlled for. This
helps students learn about and explore careers that ultimately lead to career
choice. This played a critical role in shaping students career choice. It was
recommended that Career Education and Guidance should be introduced in the
primary school to enable children to explore the world of work as young people
need to make a smooth transition from primary school to the initial years of
senior high school and the Ministry of Education should allocate fund for a
Guidance and Counselling activities in all basic and second cycle schools. This
will enable the guidance coordinators to function effectively at their various
levels of work.
TABLE OF
CONTENTS
Front
Page i
Certification ii
Dedication iii
Acknowledgement iv
Table of
Contents v
Abstract
CHAPTER ONE: BACKGROUND TO THE STUDY
1.1 Introduction 1
1.2 Statement
of the Problem 4
1.3 Research
Questions 4
1.4 Objective
of the Study 4
1.5 The
Significance of the Study 5
1.6 Scope
and Delimitation of Study 5
1.7 Definition
of Terms 5
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction 6
2.1 Factors
Influencing Vocational Choice 6
2.2 Career
Decision Making 12
2.3 Trait
and Factor/Actuarial Theory of Career Development 14
2.4 Types
of Career 25
2.5 Barriers
to Career Choice 27
2.6 Theoretical Framework of the Study 28
2.7 Conceptual
Framework 34
2.8 Hypotheses/
Proposition 34
2.9 Summary
of Related Literature Reviewed 34
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 36
3.2 Research
Design 36
3.3 Population 36
3.3 Sample
and Sampling Procedure 37
3.4 Study
Area 38
3.5 Instrumentation 38
3.6 Assessment of
Validity and Reliability of Factors Influencing
Students’
Choice of Career Questionnaire 39
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND
INTERPRETATION
4.1 Introduction 41
4.2 Analysis of Students’ Bio Data 41
4.3 Testing of Main Hypothesis 44
4.4 Analysis of Bio Data Collected from
Guidance and Counselling
Co-ordinators and Administrators 45
4.5 Analysis
of Administrators and Guidance and Counselling
Coordinators Data 47
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS,
RECOMMENDATIONS AND SUGGESTIONS
5.1 Introduction
55
5.2 Discussion
55
5.3 Summary
of Findings 59
5.4 Conclusion 60
5.5 Recommendations
60
5.6 Suggestions
for Further Studies 61
References 62
Appendixes 67
CHAPTER ONE
BACKGROUND TO THE STUDY
1.1 Introduction
Occupation
choice is not a smooth process, when an individual is confronted with choice
making in career, there are certain prevailing factors which may determine the
choice. Among these factors are intrinsic, extrinsic, interpersonal factor,
academic achievements, family socio-economic status and according to Roe
(1956), the individual needs also determine the kind of job he may like to
engaged in based on the above factors, whether realistic vocational choices are
made by youths in their secondary school years should be a matter of concern to
all educational agents and most especially our school counsellors.
A
comprehensive study conducted in America by Remmers and Raddler (1957) cited in
Horrocks (1962) indicated that one-third of teenagers after finishing high
school within six months expected to be at work, though know less about how to
choose a job, train for it and establish in it. “A job
is a kind of work and a career is time spent in one type of job area of
interest” (Kelly-Plate and Volz-Patton, 1991, p.13). Most students have very
little help in developing a career direct Occupation choice is not a smooth
process, when an individual is confronted with choice making in career, there
are certain prevailing factors which may determine the choice. Among these
factors are personality, environment, opportunity, academic achievements,
family socio-economic status and according to Roe (1956), the individual needs
also determine the kind of job he may like to engaged in based on the above
factors, whether realistic vocational choices are made by youths in their
secondary school years should be a matter of concern to all educational agents
and most especially our school counsellors.
They are often influenced by
the media, peers, and with very little knowledge of what they might primarily
be interested in or motivated to do. Most of them may have a level of
uncertainty of where to get help on how to choose a career. Since career is a
lifelong plan, students at this level should be assisted to enable them have a
clear cut plan as it will be difficult for them at their age to see things
clearly about themselves.
Thinking or making a decision
about one’s career and making a choice is vital. Fry, Stoner and Hattwick
(1998) opine that it is never too early to begin thinking about careers when in
high school. Some students may have clear career direction in mind while many
of them will have little clue as to which career is best for them. Fry et al,
further said “even if you are a freshman or sophomore, now is the time to begin
thinking about your life beyond college.
Various people choose jobs for
various reasons. A lot of people look for jobs that will pay well since
everyone needs money for the basics such as food, clothes, accommodation,
education, recreation and others. For many men and women, work helps define their
identity and their sense of self-worth (Thio, 1989). They see themselves as
people, who are responsible, who get things done and capable enough to be paid
for the services they render. People take pride in the work they do. They also
like the feeling that comes with doing their work well.
People enjoy using their
skills, talents and working hard to improve those skills. People work to be
useful, by working; people feel that they are contributing their quota to the
development of the society. They may work to take care of themselves and their
family or work to help other people in the society. Most people choose jobs
that will enable them interact with others. For example, journalism, teaching,
and selling enable one to interact with a whole lot of people. They do not like
to be alone for a long period. Their job gives them the opportunity to be with
others and talk to people.
It is clear that work fulfils
many important needs and even those who become rich overnight still work. Since
no one particular job satisfies all needs, the right job can be satisfying in a
very special way, and that is why it is important to think carefully about
one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of
career. Working should not be just occupying oneself. O’Toole (1973), cited in
(Thio, 1989) opines that
“People with
satisfying jobs have better mental health than those with less satisfying work.
Thus, people who are happy with their jobs also tend to have better physical
health and to live longer. Although diet, exercise, medical care and genetics
are all related to the incidence of heart disease, job dissatisfaction is more
closely linked to the cause of death.”
Each individual is faced with
choosing among the large areas of occupational cluster of work. Such as
agriculture, business and office, communication and media, health, hospitality
and recreation, manufacturing, marine science, construction, arts, humanity and
sciences, home economics, marketing and distribution, natural resources and
environment, personal services, public service, and transportation.
Rao (1992) cited in Kankam
& Onivehu (2000) identified two factors that call for guidance and counselling
services or activities in secondary schools one of which is the making of
academic choice that in the end determines the vocational future. The origin of
vocational guidance can be traced to the United States of America. Educational
guidance originated from the development of vocational guidance services. In
1908 the Vocational Bureau of Boston was formed under the auspices of an
American lawyer and educator; Frank Parsons to assist young men make vocational
choices based on their occupational aptitudes and interest (Fruehling, 2008).
Guidance began to spread as a result of Parsons’ ideas.
Brewer (1942) cited in Archer
(1997) put across four conditions that work together to bring about the
beginning and development of vocational guidance. These are: division of
labour, the growth of technology, the extension of vocational education, and
the spread of modern forms of democracy. The four elements listed above were
however, intensified by the First World War which led to the shortage of
skilled manpower. Though in Ghana vocational/technical can be traced back to
the 19th century when both the Basel and Wesleyan missionaries made
a shift from the initial three R’s - reading, writing and arithmetic to
agricultural and technical curriculum (Hama, 2003), guidance in Ghana started
in 1955 when the Ministry of Labour, Education and Social Welfare came together
and established Youth Employment Department. Its aim was to cater for the needs
of the unemployed middle school leavers below the age of twenty years. By 1960,
there were about thirty of such centres in the country (Ackummey, 2003).
1.2 Statement of the Problem
Searching for a job, career
planning and deciding on what to choose play an important role in students
career choices. Many students often are faced with uncertainty and stress as
they make career choices. Many of them do not make adequate research on their
own career nor do they receive adequate directions from their school guidance
coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience,
peer pressure, advice from friends, parents and teachers or as a result of the
prestige attached to certain jobs without adequate vocational guidance and
career counselling.
Lawer (2007) researched on
assessing the effectiveness of career guidance in senior secondary schools in
Alimosho district area. He concluded that majority of students were not aware
of major occupation groups in Nigeria, knowledge of training and qualification
necessary for employment in the various occupations, conditions of work,
earning and other rewards of occupation, and did not have better understanding
of their career interest, aptitudes and abilities. This clearly shows that
majority of them were not concerned about their future career. This situation compels
one to ask whether they are given the needed guidance on available careers
relating to the programmes they are pursuing. Are they aware of what goes into
career choice? And what specific factors influence their choice and how do
those factors influence them? This study therefore seeks to find out the extent
to which intrinsic, extrinsic, and interpersonal factors influence the choice
of career of senior high students.
1.3 Research Questions
The following research
questions were also used to guide the researcher to carry out the study.
- To what extent do Intrinsic factors influence
students’ choice of career?
- To what extent do Extrinsic factors influence
students’ choice of career?
- To what extent do Interpersonal factors influence
students’ choice of career?
- What problems do students face in making their
career choices?
1.4 Objective of the Study
The purpose of this study is
to identify those factors that influence students’ decision concerning choice
of career in the Alimosho District and the extent to which these factors
influence their choices. In addition, the study seeks to examine the
differences between intrinsic factors, extrinsic factors, and interpersonal
factors in making career choice. It will also attempt to find out problems
encountered by students in making their career choices.
1.5 The Significance of the
Study
Many factors
affect career choices of senior high school students. Identifying these factors
would give parents, educators, and industry an idea as to where students place
most of their trust in the career selection process. It will not only focus on factors influencing career choice among
students in the Alimosho District, but also highlight career decision making
tools that have implications for career counselling. In addition, it will
equally provide an update study into how intrinsic, extrinsic and interpersonal
factors influence career choice for others who wish to further research into
this area of study.
1.6 Scope and Delimitation of
Study
The study focuses on what goes
on in the Alimosho District instead of looking at the country as a whole, hence
its application to the country or larger population may not be reliable.
1.7 Definition of Terms
For the purpose of this study
the following operational definitions will be used:
Intrinsic factors: include
interest in the job and personality that satisfies work. In the broader sense
they are basic and essential features which form part of someone rather than
because of his or her association.
Extrinsic factors: include
availability of jobs and how well an occupation pays or brings benefit. They
also include those essential features as a result of the individual’s
associations or consequences.
Interpersonal factors: include
the influence of parents and significant others. It is concerned or involved
relationships between people.
Career: is a pattern of work related
to preparations and experiences which is carried through a person’s life.
Job: is a piece of work carried
out for a pay.
Work: physical and mental effort
directed towards doing something. It is a job in the broader sense.
Youth: is a period of transition from
childhood to adulthood
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