Perception of students regarding the role of teachers and parents on career choice preparedness: A case of secondary schools in Meru District, Tanzania

Abstract

The study investigated the role of teachers and parents on students’ career choice preparedness as perceived by secondary schools’ students in Meru District, Tanzania, using survey research design. Through systematic and purposive sampling, the sample of 406 students from 10 schools filled the questionnaire. Validity was established through expert judgment and the questionnaire was subjected to pilot testing whereby Cronbach’s Alpha of above 0.700 was established prior to data collection. Data was analyzed through descriptive statistics, t-test and Pearson correlation. The study concluded that students are well prepared for career choice. Parents and teachers are perceived by students to have played their role very well for desired career choice. There is no significant difference in career choice preparedness by students characterized according to sex and location. Yet there is a significant positive relationship between parents and teachers’ involvement in career choice guidance and students’ career choice preparedness. Lastly, there is a positive relationship between teachers and parents’ involvement in students’ career choice preparedness. It was recommended that since students are focused with career choices of their interest, there is need for schools under investigation to provide a wide range of academic programs for students to choose appropriate subjects. Parents should continue to give career guidance, as the practice yields positive results toward students’ career choice preparedness. Since students’ future careers are positively influenced by teachers, teachers should guide students toward appropriate choice of career.