Factors that influence students' career choice in public and private secondary schools in Kisii Central district Kenya

Abstract

This study determined the factors that influence students' career choice in public and private secondary schools in Kisii central district, Kenya. Previous studies generally covered non-learner related factors but learner related factors were never given attention. It was in this perspective that the research specifically looked at the students' perspective and compared them since differences in public and private secondary schools exist due to learner exposure to different information and knowledge forums.

The study sought.to establish and recommend ways of redesigning career-counseling departments in secondary schools in order to conform to the new development. This was in view ofthe fact that globalization, information technology, the internet, World Wide Web and robust media bring students position into the picture hence students are more informed than previously.

The study was conducted through both qualitative and quantitative approaches. Data was collected in June 2011, using questionnaire technique from 180 students randomly selected from public and private secondary schools. It was analyzed using descriptive statistics thus frequency, percentage, and presented in comparative tables. The study established that students in public schools stood a better chance of making informed career choice because of accessibility to print media and the internet.

It further established that peer pressure is a determinant of career choice; gender stereotyping is more in private secondary schools and career expectations influence career choice. The study concludes that career choice is mainly influenced by information from mass media, peer influence, and students' career expectations. It recommends that there is a great need to redesign career departments and that there is great need to provide career information through internet and print media for both teachers and students in secondary schools.