Administrative Strategies Influencing Career Decision Making Among Students in Public Secondary Schools in Embakasi Sub County, Nairobi County, Kenya

Abstract

This study investigated administrative strategies influencing career decision making among secondary school students in Embakasi Sub-County, Nairobi, Kenya. The objectives of this study were: to determine the influence of classroom teachers’ formal instruction on students’ career decision making; to establish the influence of administrators’ involvement of professional partnerships on students’ career decision making; to determine the level of parental engagement by heads of institutions on student career decision making; and to establish the influence of school career counsellors’ provision of career education on students’ career decision making. Questionnaires were administered to 133 students, 27 teachers, 3 heads of counselling department and interviews held with 3 principals. Descriptive and inferential statistical analysis was undertaken using SPSS Version 23. This study established that formal instruction strategies through incorporation of career guidance in the school curriculum (r=0.677; p=0.000), teachers’ guidance during subject and course selection (r=0.637; p=0.009) and enhancing ability of students to meet course cut off points (r=0.801; p=0.000) have a strong positive and significant correlation with students’ career decision making. Additionally, strategic professional partnerships with tertiary institutions (r=0.674; p=0.000), professionals (r=0.668; p=0.000), employers (r=0.503; p=0.000), and school alumni (r=.777; p=0.003) have a strong positive and significant correlation with students’ career decision making. Parental engagement as a strategy through parental involvement in subject selection (r=0.736; p=0.000), in course selection (r=0.622; p=0.000) and parents’ attendance of career guidance meetings (r=0.636; p=0.000) have a strong positive and significant correlation with students’ career decision making. Career education strategies that enhance students’ ability to make informed career choices (r=0.729; p=0.000) and provide information on the career opportunities that students can pursue (r=0.570; p=0.000) have a strong positive and significant correlation with students’ career decision making. This study found out that 89.2% of students in public secondary schools intend to enrol for different courses in tertiary institutions. However, 75.5% have not received adequate guidance to make informed career choices due to failure to incorporate career guidance in the school curriculum, lack of professional career counsellors, shortage of career counselling teachers and career guidance sessions that are undertaken occasionally. Majority of students (80.8%) have chosen courses that do not align with their interests and aspirations and 96.3% have chosen courses that do not match their academic aptitudes as a result of parental career expectations which influence students to selecting courses that are beyond their academic abilities. Further, 89.2% of the students are not certain if the course they have chosen has a higher demand in the job market as a result of failure by the school administration to adopt strategic partnerships with employers, professionals in different sectors and influential personalities which could expose students to the practical demands of the job industry, provide mentorship and role models. However, students’ subject combination aligns with the courses due to teachers’ guidance during subject/ career selection. Further, 93.8% of students are aware of tertiary institutions offering courses they intend to pursue due to school administration strategic partnerships with tertiary institutions. This study therefore recommends that: KICD incorporates career guidance in the school curriculum; School administrators develop strategic partnerships with employers, professionals and influential personalities; Heads of career counselling engage parents on how to effectively guide students on career decisions and hold career counselling sessions, career talks and career fairs/exhibitions more frequently; TSC trains more teachers in career counselling to enhance their ability to provide quality career counselling services and equip teachers to act as links and enablers of smooth transition through informed career choices.