Challenges Facing Teachers in the Provision of Career Guidance Services to Secondary School Students in Magu District, Tanzania

Abstract

The study sought to examine the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, Tanzania. The study was guided by Social Cognitive Career Theory (SCCT) which was developed by Lent, Brown, and Hackett in 1994. The study employed a convergent parallel research design under a mixed research approach which helped in data collection and analysis. The sample size was 152 participants; simple random sampling was used to select secondary school teachers and form four students. While purposive sampling was used to select public secondary school leavers in 2020 and heads of secondary schools. Quantitative data were collected through questionnaires and analysed using descriptive statistics with the helper of Statistical Package for Social Science (SPSS) version 21 and presented in table, frequency, and percentages. Qualitative data were collected through interviews and analysed thematically. The study revealed that lack of professional training on career guidance, lack of cooperation among the students and teachers, shortage of time in school as well as a shortage of career guidance materials are the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, the study recommends that public secondary school administrator should provide time for career guidance services in their schools. Moreover, public secondary school teachers should cooperate with their students with the aim of ensuring the effective provision of career guidance services in schools