Identification of Career Needs and Dual Career Development Among Students in Secondary Schools in Uganda
Abstract
The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, headteachers and deputy headteachers. Data was collected using a self-administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available
Downloads
References
Amin, E. M. (2005). Social science research, conception, methodology and analysis: Makerere university printery.
Bandura, A. (1988). Organizational Application of Social Cognitive Theory. Australian Journal of Management. 13 (2): 275–302.
Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist. 44 (9): 1175–1184.
Baron-Thiene, A., & Alfermann, D. (2015). Personal characteristics as predictors for dual career dropout versus continuation–A prospective study of adolescent athletes from German elite sport schools. Psychology of Sport and Exercise, 21, 42–49.
Barriopedro, M., L´opez de Subijana, C., Muniesa, C., Ramos, J., Guidotti, F., & Lupo, C. (2019). Retirement difficulties in Spanish athletes: The importance of the career path. Sport, Exercise, and Performance Psychology, 8(4), 387–400.
Borggrefe, C., and Cachay, K. (2012). “Dual careers”: the structural coupling of elite sport and school exemplified by the German Verbundsysteme. Eur. J. Sport Soc. 9, 57–80.
Cosh, S., & Tully, P. J. (2014). “All I have to do is pass”: A discursive analysis of student athletes’ talk about prioritising sport to the detriment of education to overcome stressors encountered in combining elite sport and tertiary education. Psychology of Sport and Exercise, 15(2), 180–189.
Creutzburg, S., and Scheid, V. (2014). Qualitätsentwicklung an Partnerschulen des Leistungssports. Evaluationsstudie zum Landesprogramm Talentsuche –Talentförderung in Hessen [Quality Development at Partner Schools of Elite Sport. Evaluation Study of the Federal State Programme “Talent Searching –Talent Promotion” in Hesse]. Schorndorf: Hofmann.
DEO Registry (2021). Statistical Returns from Schools in Bukwo District. Bukwo District Local Government. Bukwo.
DEO Registry (2021). Statistical Returns from Schools in Kapchorwa District. Kapchorwa District Local Government. Kapchorwa.
DEO Registry (2021). Statistical Returns from Schools in Kween District. Kween District Local Government. Kween.
Ekengren, J., Stambulova, N., Johnson, U., & Carlsson, I.-M. (2018). Exploring career experiences of Swedish professional handball players: Consolidating first-hand information into an empirical career model. International Journal of Sport and Exercise Psychology.
Ekengren, J., Stambulova, N., Johnson, U., Carlsson, I.-M., & Ryba, T. V. (2020). Composite vignettes of Swedish male and female professional handball players’ career paths. Sport in Society, 23(4), 595–612.
Elliott, S., Drummond, M. J. N., & Knight, C. (2018). The experiences of being a talented youth athlete: Lessons for parents. Journal of Applied Sport Psychology, 30(4), 437–455.
ESSP (2017). Education And Sports Sector Strategic Plan (ESSP): Ministry of Education and Sports, Republic of Uganda. Kampala.
European Union (2012). Guidelines on dual careers of athletes: Recommended policy actions in support of dual careers in high-performance sports.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn & Bacon.
Gledhill, A., & Harwood, C. (2015). A holistic perspective on career development in UK female soccer players: A negative case analysis. Psychology of Sport and Exercise, 21, 65–77.
Glenn, D. I. (1992). Sampling the Evidence of Extension Program Impact. Program Evaluation and Organizational Development, IFAS, University of Florida.
Gordon, C. G. (2016). Athletic involvement, academic achievement, and aspiration. Sociological Focus, 7(1), 24-36.
Hardin, E.H., & Greer, M. (2009). The effects of high school career education on social-cognitive variables. Journal of Counseling Psychology, 47 (3): 330-341.
Harrison, G.E., Vickers, E., Fletcher, D., & Taylor, G. (2020). Elite female soccer players’ dual career plans and the demands they encounter. Journal of Applied Sport Psychology.
Huml, M. R., Bergman, M. J., Newell, E. M., and Hancock, M. G. (2019). From the playing field to the classroom: the academic challenges for NCAA division I athletes. J. Study Sports Athletes Educ. 13, 97–115.
Johnson, R. & Onwuegbuzie, A. J. (2004) ‘Sampling designs in qualitative research: making the sampling process more public’, The Qualitative Report 12(2), 238-254.
Kavoura, A., Ryba, T. V., & Chroni, S. (2015). Negotiating female judoka identities in Greece: A Foucauldian discourse analysis. Psychology of Sport and Exercise, 17, 88–98.
Knight, K. J., Harwood, C. G., & Sellars, P. A. (2018). Supporting adolescent athletes’ dual careers. The role of an athlete’s social support network. Psychology of Sport and Exercise, 38, 137–147.
Kothari C.R (2006), Research methodology. New Age International Publishers Limited India.
L´opez de Subijana, C., Ramos, J., Garcia, C., & Chamorro, J. L. (2020). The employability process of Spanish retired elite athletes: Gender and sport success comparison. International Journal of Environmental Research and Public Health, 17(15), 5460.
Leslie-Too-good, M. & Gill, V. S. (2018). Developmental effects of athletic participation among high school girls. Sociology of Sports Journal, 5, 22-36.
Martha, N., Taddeo, K. Y., Charles, M., Jessica, K., Muhamadi, K., Namagero, T. S., Kabeera, P., Christopher, I., Richard, K., Sarah, N. and Kuteesa, D.M., & Mugagga, M. A. (2023). Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda. Research and Advances in Education, 2(11), 37-48.
Mayer, R. E. (2017). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806– 813.
McAlister AL, Perry CL, Parcel GS (2008). How Individuals, Environments, and Health Behaviors Interact: Social Cognitive Theory. Health Behavior and Health Education: Theory, Research, and Practice (4th ed.). San Francisco, CA: John Wiley & Sons, Inc. pp. 169–188.
Moazami-Goodarzi, A., Sorkkila, M., Aunola, K., & Ryba, T. V. (2020). Antecedents and consequences of student-athletes identity profiles in upper secondary school. Journal of Sport & Exercise Psychology, 42(2), 132–142.
Nansubuga, O. K., Muweesi, C., Zhao, L., & Mutebi, A. (2019). Constructs in Leadership Style's Choice Based on Workplace Experience in Ugandan Secondary Schools. European Educational Researcher, 2(3), 165-171.
NCDC (2017). National Curriculum Development Centre (NCDC) Report: Ministry of Education and Sports. Kyambogo.
NCDC (2020). National Curriculum Development Centre (NCDC) Report: Ministry of Education and Sports. Kyambogo.
OECD (2010), Career Guidance and Public Policy: Bridging the Gap, Paris.
OECD (2018). Educational and career guidance: What works. OECDObserver, 202: 37-40.
Oso, W. K., & Onen, D. (2008). A General Guide to Writing Research Proposals and Reports. Makerere University.
Otwine, A. and Oonyu, J. (2018). Career Guidance and Counselling in Uganda. Current Developments and Challenges. International Journal of Innovative Research and Development; November 2018.
Özcan, M. and Yıldırım, R. B. (2011). High school extracurricular activities: Closed structures and stratifying patterns of participation. Journal of Education Research, 91(3), 183-191.
Öztürk L. A. (2018). The role of extracurricular activities in high school education: A chart essay on survey findings. ERIC Document Reproduction Service, ED 268 712.
Pajares, F. (2009). "Social cognitive theory and media effects". The Sage Handbook of Media Processes and Effects: 283–297.
Robert, T., Charles, M., & Aisha, K. (2021). Effective financial resources management for school improvement and development in Uganda. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 2(1), 1-18.
Ronkainen, N. J., Watkins, I., & Ryba, T. V. (2016). What can gender tell us about the pre-retirement experiences of elite distance runners in Finland? A thematic narrative analysis. Psychology of Sport and Exercise, 22, 37–45.
Rugangila, M. K. (2019).The impact of extracurricular athletic activities on academic achievement, disciplinary referrals, and school attendance among Hispanic female 11th-grade students. Dissertations Publishing, ProQuest.
Ryba, T. V. (2018). School, sport, or dual career? Athletes’ transitions into adulthood. In Keynote address presented at XXII biennial congress of the Italian Association of Sport Psychology. Venice, Italy: AIPS. May 25-27.
Ryba, T. V., Ronkainen, N. J., & Sel¨anne, H. (2015). Elite athletic career as a context for life design. Journal of Vocational Behavior, 88, 47–55.
Stambulova, N. B., Engstr¨om, C., Franck, A., Linn´er, L., & Lindahl, K. (2015). Searching for an optimal balance: Dual career experiences of Swedish adolescent athletes. Psychology of Sport and Exercise, 21, 4–14.
Stambulova, N., & Wylleman, P. (2019). Psychology of athletes' dual careers: A state-of-the-art critical review of the European discourse. Psychology of Sport and Exercise, 42, 74–88.
Stephen, A., Charles, M., Mugenyi, D. K., Muhamadi, K., Robert, T., Christopher, I., & Kagoire, O. M. T. (2022). Students as Agents of Change in Curriculum Designing and Implementation: Involvement and Participation Drives. Research and Advances in Education, 1(5), 1-10.
Taras, H. (2005). Physical Activity and Student Performance at School. Routledge, London.
Tekavc, J., Wylleman, P., & Cecic Erpic, S. (2015). Perceptions of dual career development among elite level swimmers and basketball players. Psychology of Sport and Exercise, 21, 27–41.
Thompson, L. A. and Kelly-Vance, L. (2022). ‘The impact of mentoring on academic achievement of at-risk youth’, Children and Youth Services Review, 23 (3), 227–242.
Torregrosa, M., Ramis, Y., Pallar´es, S., Az´ocar, F., & Selva, C. (2015). Olympic athletes back to retirement: A qualitative longitudinal study. Psychology of Sport and Exercise, 21, 50–56.
Urich, A. (2017). Social Cognitive Theory. Methods for Stress Management. Retrieved 2021-06-21
USPA (2019). Uganda Sports Association Annual Report: Ministry of Education and Sports. Kampala.
Yiannakis, P., & Melnick, C. (2001). Influence of school practices on students’ academic choices. Research Triangle Park, NC: RTI and Atlanta: Southern Regional Education Board.
Copyright (c) 2024 Yapsoyekwo Justine, Muweesi Charles, Olivia Banja Nassaka, Mary Ochieng Kagoire, Disan Kuteesa Mugenyi, Nambale Moses Geoffrey, Faith Mbabazi Musinguzi
This work is licensed under a Creative Commons Attribution 4.0 International License.
