FACTORS MOTIVATING CAREER CHOICE AMONG SENIOR SECONDARY SCHOOL STUDENTS
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FACTORS MOTIVATING CAREER CHOICE AMONG SENIOR SECONDARY SCHOOL STUDENTS
Chapter one
INTRODUCTION
1.1 Background of the Study
For most people, career choice is a lifelong process of participating with the work world by selecting from the employment options that are accessible to them. Many elements influence each individual who goes through the process, including their living environment, personal abilities, and educational attainment (Bandura and Pastorelli, 2001).
A significant turning point in teenagers’ life is the profession decision they choose when in high school. Family and community members frequently perceive it as only the beginning of professional ready;
yet, this decision plays a significant role in placing adolescents on a career path that both opens and closes chances (Akbulut and Looney, 2009).
Choice is an emotionally charged topic among social scientists since it is relevant to arguments in a variety of substantive domains. The relative importance of individual freedom of action (agency) versus the constraints imposed by one’s position in society (structure) has been hotly debated, and there are few, if any, areas of study in the social sciences that do not raise questions about individual choice.
In light of the foregoing, the scope and aspirations of the research described in this work are quite modest. Its primary purpose was to attempt to analyse decision-making behaviour in a specific environment, the transition facing young people nearing the end of compulsory schooling in Nigeria (Courte & Bishop-Clark, 2009).
Decisions are not made in solitude. The young person is vulnerable to structural effects derived from the social and cultural groups to which he or she belongs. Thus, social class, gender, and ethnicity will all play a role in creating aspirations regarding the qualities of the locality in which the young person lives.
These four characteristics (social class, gender, ethnicity, and locality) have been demonstrated to have the most impact on individual career paths. Frolick, Chen, and Janz’s (2005) study is a well-known milestone in this field (albeit it has been criticised for measuring a family’s social status solely by the occupation of the father).
More recently, Galpin, Sanders, Turner, and Venter (2003) used historical accounts from over 1,200 structured interviews to demonstrate how multivariate statistical models can predict patterns of lifetime educational participation with an extremely high degree of accuracy (90+ percent) using only the information available at the end of an individual’s compulsory education.
Researchers focus on specific concerns such as decision timing, factors influencing choices, and individuals participating in the decision-making process. These are covered below, before we look at decision-making models and particularly influential studies.
A student’s career choice is not something he or she may decide on his or her own; there must be proper sanction before guiding the child. The term vocational is identical with career, occupation, and profession. Both can be used interchangeably.
Granger, Dick, Jacobson, and Van-Slyke (2007) define a career as the sum of one’s activities throughout life. Similarly, Alika and Egbochuku (2009) describe a career as the succession of occupations, jobs, and positions held by a person during their working life. This may be extended to both pre and post-vocational professions.
It originates from a process of career development, self-awareness, comprehension of the current and future environments, and achieving maximum compatibility between the two elements. It would not be incorrect to state that one’s career is his life, and that the process by which it progresses is career development.
Maximum compatibility between the two elements of self-understanding and the world of work can only be achieved through vocational counselling, which is the assistance provided by a counsellor, career master, or mistress to another person, whether boy or girl, man or woman, in making effective use of his own resources and environment.
Opportunities for self-understanding, planning, decision-making, and problem-solving in relation to his developmental needs, as well as his educational and vocational pursuits (Eckerman and Didow, 1988).
Every learning experience is reliant on motivation. Motivation is something within a person that causes them to take action, either positively or negatively. Motivation can thus be defined as an internal process that continues in an individual until a goal is met. Motivation influences how students learn and behave towards a subject.
According to Tella (2003), how the learner perceives learning influences what and how much learning occurs. As a result, a person is more likely to be committed to something worthwhile than something unsatisfactory. Students are motivated when a teacher demonstrates expertise and talent in something important rather than something that is not.
Motivation is the process of persuading individuals to go in the direction you wish. The organisation as a whole can create the setting for high levels of motivation by implementing incentive systems and providing opportunities for learning and development.
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