The Effectiveness of Guidance and Counseling Practices on Students’ Career Development in Secondary Schools in Temeke Municipality

Abstract

This study intended to examine The Effectiveness of Guidance and Counseling Practices on Students' Career Development in Secondary Schools in Temeke Municipality using embedded research design. It was undertaken in Temeke Municipality, Dar es Salaam Region, Tanzania. The target population was heads of secondary schools, teachers, students, and ward educational officers. The sample size used comprised of 15 teachers, equivalent to 10% of the 150 teachers in the selected secondary schools, three school heads, and 120 students as 10% of 1,200 students from Forms III and IV. Probability and non-probability sampling tactics were employed in the selection of respondents from the targeted population. Observation method, documentary review, interview guide and questionnaires were used to collect primary data while secondary data were obtained in the documents. Data were analyzed both quantitatively and qualitatively. The findings reveal the existing lack of specialized personnel in the field of career guidance and counseling. Instead, teachers are randomly picked to hold that position; a teacher seen to be morally upright and religious is appointed and tries to do the best possible to support these students. Through the study, there was glaring evidence that the tight school timetable does not give room for students to consult their teachers -particularly the time table for extra-curricular activities. It has been established, according to the survey, that guidance and counseling practices face limited teaching and learning materials, counseling offices, negative perception from students and limited support from the government. The findings also show that students experience little support from parents and teachers. Schools in the sample lacked special counseling rooms and even confidentiality from teachers. It is, thus, recommended that special in-service training and seminars should be provided to teachers expected to be school guidance-counselor and there should be financial support from parents, government and the community at large.

Exploration of Teachers Perception on their Roles in Career Guidance among Secondary Schools Students Career Choices

“…By embedding career discussions into subjects such as science, mathematics, and humanities, educators can demonstrate the real-world relevance of academic content and help students connect their learning to future career opportunities Smith et al, (2021). This finding aligns with existing literature that underscored the significance of collaborative efforts among educators in improving career guidance outcomes [43] Collaborative workshops provide a platform for sharing best practices, exchanging ideas, and collectively addressing challenges, thereby enhancing the overall effectiveness of career guidance initiatives [44] This interdisciplinary collaboration is consistent with recommendations from the research literature, which suggests that integrating career discussions into various disciplines fosters a more comprehensive understanding of career options among students Jaya, [45].By involving teachers from different subject areas, schools can offer students a multifaceted perspective on potential career pathways, catering to diverse interests and talents [19] Finally, respondent 4 highlighted the value of collaborating with external organizations to enrich career guidance efforts with industryspecific insights. This finding underscores the importance of forging partnerships with industry stakeholders to provide students with first-hand knowledge of career pathways and emerging trends Bragg et al, [46].…”

Internal Audit and Sustainable Quality Assurance Practices in Zimbabwean Tertiary Institutions: A Literature Perspective

“…This discussion was qualitative in nature, grounded in content analysis and interpretation with the view to provide a rich, and thick inquiry into the issue under investigation (Chilewa & Osaki, 2022;Erath, Pellegrino, DiGennaro Reed, Ruby, Blackman, & Novak, 2021;Kivunja & Kuyini, 2017). Thus, it was geared towards producing an understanding of the issue, and to add points to what is known by now through other studies (Boeije, 2010;Menash, 2016;Pilarska, 2021).…”

The Extent to Which Guidance Services in Schools Help Students Choose Their Subjects in Ordinary Level Public Secondary Schools in Mwanga District, Tanzania

“…Some of the scholars argue that in Tanzania, guidance services on subject selection in secondary schools are delivered informally because most of the guidance teachers in secondary schools are selected by their superiors randomly to hold those positions considering their moral and spiritual beliefs. Also, the school timetable does not give room for the students to consult with their teachers; hence, they use the little time given during extracurricular activities (Chilewa & Osaki, 2022). The previous research findings gave a chance for the current researcher to investigate the extent to which guidance services in schools help students' subject choices in O-level Public Secondary schools in Mwanga District, Tanzania.…”

“…Other students are to specialize in science, arts, commerce and business (MoEST, 2015). Guidance services on students' subject choices in O' level secondary schools are very important to students, particularly when they enter form three, of which they have to join either science combinations, arts combinations or Commerce (Chilewa & Osaki, 2022). Some of the scholars argue that in Tanzania, guidance services on subject selection in secondary schools are delivered informally because most of the guidance teachers in secondary schools are selected by their superiors randomly to hold those positions considering their moral and spiritual beliefs.…”