UNIVERSITY OF EDUCATION, WINNEBA.

FACULTY OF APPLIED BEHAVIORAL SCIENCES IN EDUCATION

DEPARTMENT OF COUNSELING PSYCHOLOGY

DETERMINANTS OF PROSPECTIVE CAREER CHOICE AMONG STUDENTS OF

WINNEBA SENIOR HIGH SCHOOL.

SUPERVISEES:

RITA OTI BOATENG

DERY COSMAS

ASORE MOSES ATISWIN

UNIVERSITY OF EDUCATION, WINNEBA.

2024
1
 TOPIC: DETERMINANTS OF PROSPECTIVE CAREER CHOICE AMONG

STUDENTS OF WINNEBA SENIOR HIGH SCHOOL

RITA OTI BOATENG 5230170084

DERY COSMAS 5230170127

ASORE MOSES ATISWIN 5230170027

PROJECT WORK (LONG ESSAY) SUBMITTED TO THE DEPARTMENT OF

COUNSELLING PSYCHOLOGY OF THE FACULTY OF APPLIED BEHAVIOURAL

SCIENCES IN EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF B.ED.

COUNSELLING PSYCHOLOGY.

September, 2024

2
 DECLARATION

Candidates’ Declaration

We hereby declare that this project work is the result of our own original research and that no

part of it has been presented for another degree in this university or elsewhere.

Candidates’ Signatures

Signature…………………Date……………… Name: .........................................................

Signature…………………Date……………… Name: .................................….....................

Signature…………………Date……………… Name: ..........................................................

Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work was supervised in

accordance with the guidelines on supervision laid down by the University of Education,

Winneba.

Name:…………………………………

Signature…………………

Date……………….

i
 ACKNOWLEDGEMENTS

Our profound gratitude goes particularly to our supervisor Dr. Bernard Mensah Amoako, for his

meticulous supervision, encouragement, guidance and support throughout the study and the

entire Counselling Psychology programme. We also express our sincere appreciation to all the

lecturers of the Department of Counselling Psychology, especially the Head of Department Dr.

Nyuimedi Agordzor Edo-Torga and all our colleague students for the wonderful networks and

support we enjoyed together.

ii
 DEDICATION

To our family (parents) and love ones for their prayers and support during the preparation of this

work

iii
 TABLE OF CONTENT

Content Page

DECLARATION i

ACKNOWLEDGEMENTS ii

DEDICATION iii

TABLE OF CONTENT iv

LIST OF TABLES vii

ABSTRACT viii

CHAPTER ONE: INTRODUCTION 1

Background to the Study 1

Statement of the Problem 4

Purpose of the Study 6

Research Questions 6

Significance of the Study 6

Delimitations 6

Limitations 7

Definitions of Terms 7

Organization of the Study 7

CHAPTER TWO: LITERATURE REVIEW 9

Theoretical Review 9

Anne Roes Theory 9

iv
Social Learning Theory 10

Social Cognitive Career Theory 15

Conceptual review 15

Empirical review 18

Chapter Summary 22

CHAPTER THREE: RESEARCH METHODS 24

Introduction 24

Research Approach 24

Research Design 24

Setting of the study 25

Population 25

Accessible Population 27

Sampling Procedures 27

Data Collection Instrument 28

Reliability 29

Data Collection Procedure 29

Data Processing and Analysis 31

Ethical Consideration 31

Chapter Summary 32

CHAPTER FOUR: RESULTS AND DISCUSSION 33

Introduction 33

Background Information of Respondents 33

Research Question One 35

v
Research Question Two 37

Research Question Three 38

Discussions 40

Conclusion 42

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 44

Summary of Key Findings 44

Conclusions 45

Recommendations 45

Implications for Counselling 46

Suggestions for Future Research 47

REFERENCES 48

APPENDICES 53

vi
LIST OF TABLES

vii
 ABSTRACT

Career choice is a critical decision that significantly impacts an individual's future. This study
explores the determinants of prospective career choices among students at Winneba Senior High
School in the Effutu Municipality of Ghana. The research specifically examines the influence of
family, peers, and teachers in shaping students' career aspirations. A descriptive survey research
design was employed, with data collected from 248 respondents using a 30-item questionnaire.
Descriptive statistics, including means and standard deviations, were used to analyse the data.
The findings reveal that family influence is moderate, with students expecting support but not
entirely relying on their families for career decisions. Peer influence was found to be low, with
minimal negative effects on career choices. Teachers were recognized for their supportive roles,
though students demonstrated a preference for making autonomous career decisions. It was
recommended that: Parents and guardians should foster a supportive family environment by
encouraging families to provide emotional support and guidance to students in their career
decision-making process. Also, students should leverage on Peer Influence through Career
Development Programs to design programs that encourage peer-to-peer discussions and idea-
sharing, capitalizing on the moderate influence of peers on career choices and finally, to enhance
Teacher Support and Guidance providing teachers with training and resources to effectively
support students' career development, recognizing their significant influence on career
aspirations.

viii
 CHAPTER ONE

1.0 Background to the Study

Globally, the determinants of prospective career choice among students are recognized as

complex and influenced by a variety of personal, social, economic, and cultural factors. The

determinants of prospective career choice among students worldwide have earned significant

attention from researchers, educators, and policymakers. Understanding these determinants is

crucial for developing effective educational programs and career guidance services that can help

students make informed decisions about their futures.

Career choice in Western countries is often driven by individualism, where personal interests and

intrinsic motivations play significant roles. There is a strong emphasis on self-fulfilment and

pursuing careers aligned with one’s identity. Educational systems in these regions often provide

extensive career counseling and extracurricular activities to help students explore their interests

and aptitudes (Su & Rounds, 2023).

Family influence in many Asian cultures is a dominant factor. Careers are often chosen with

significant input from parents, who may emphasize stability, prestige, and financial security.

Professions like medicine, engineering, and law are highly valued, leading students to pursue

these paths regardless of personal interest (Hou et al., 2020). This cultural context underscores

the importance of familial expectations and societal norms in shaping career choices.

In developing countries, economic considerations are paramount. The potential for financial

stability and job availability heavily influences career decisions. (McCarthy et al., 2020).

Students' career choices are often shaped by limited access to comprehensive career guidance

and resources, leading to a reliance on traditional or secure career paths (Perry et al., 2021).

1
In many African cultures, collective family success is prioritized over individual aspirations, with

parents and extended family members significantly influencing career choices (Ofori et al.,

2021). This often leads to students being steered toward careers perceived as prestigious and

financially rewarding, such as medicine, engineering, and law (Ofori et al., 2021; Yenko et al.,

2020). This dynamic underscore the importance of family expectations and societal norms in

shaping career choices. The quality and focus of education, including the availability of subjects

and vocational training, significantly impact career choices. In areas where educational resources

are limited, students may have restricted career choices and may opt for careers with shorter

training periods or those that align with available educational programs (Owusu-Pitiki et al.,

2020; Yenko et al., 2020).Students in resource-constrained regions may have limited career

choices and may be more likely to pursue careers with fewer training requirements or those that

are supported by local educational programs (Addo et al., 2021).Limited access to educational

resources in certain regions can lead to a narrower range of career options for students, who may

then choose careers with fewer training requirements or those that are supported by available

educational programs (Addo et al., 2021; Quansah et al., 2021). Traditional gender roles and

cultural values in African communities often influence career choices, perpetuating gender

stereotypes (Ampofo & Okolie, 2020). Gender stereotypes and cultural expectations in African

societies can limit career choices for men and women, reinforcing traditional gender roles (Ofori

et al., 2021). Career choices in African cultures are often shaped by cultural values and gender

roles, leading to gender disparities in various professions (Quansah et al., 2021).

In Ghana, the determinants of prospective career choice among students are influenced by

economic considerations which are critical. Given the high unemployment rates and economic

challenges, students often prioritize careers that promise financial stability and job security.

2
Students' career choices are influenced by the perceived prestige of various fields, with medicine,

engineering, and business often being viewed as high-status careers (Addo et al., 2021; Kwadzo

& Kuadzigbor, 2021).The perception of a field's prestige can significantly impact career

decisions, with fields like medicine, engineering, and business often being seen as more desirable

due to their perceived reliability and status (Ofori et al., 2021; Quansah et al., 2021).Career

choices are often shaped by societal expectations and the perceived prestige of various fields,

with fields like medicine, engineering, and business frequently being viewed as more prestigious

and reliable (Yenko et al., 2020; Ampofo & Okolie, 2020).

In Ghanaian societies, family expectations and advice play a pivotal role in shaping career

choices. Parents and extended family members often guide students towards professions that are

perceived as prestigious and financially rewarding. Ghanaian culture is collectivist in nature,

emphasizing family and community interdependence, with a strong focus on family reputation

and success (Agyeman et al., 2021; Ofori et al., 2021).In Ghanaian society, the importance of

familial approval and support reflects the cultural value placed on collectivism and family unity

(Ampofo & Okolie, 2020; Yenko et al., 2020).The collectivist nature of Ghanaian culture

prioritizes family and community needs over individual aspirations, with a strong emphasis on

maintaining family reputation and achieving collective success (Addo et al., 2021; Kwadzo &

Kuadzigbor, 2021).

The quality and availability of education, including exposure to different subjects and vocational

training, are crucial. Students are more likely to pursue careers that align with the subjects they

excel in or those promoted within their educational institutions. Limited educational resources

and infrastructure can restrict students' career choices and opportunities, particularly in low-

income countries (Owusu-Pitiki et al., 2020; Yenko et al., 2020). Students in resource-

3
constrained educational settings may face limitations in their career aspirations and options due

to inadequate infrastructure and resources (Addo et al., 2021). The availability of educational

resources and infrastructure can significantly impact students' career choices, with limited

resources potentially constraining career options (Agyeman et al., 2021; Quansah et al., 2021).

Societal norms and cultural values also play a significant role. Traditional views on gender roles

and suitable careers can influence students’ choices. Gender stereotypes and societal expectations

can influence career choices, with women often encouraged to pursue careers in teaching and

nursing, and men often steered towards fields like engineering and business (Ofori et al., 2021;

Ampofo & Okolie, 2020).Traditional gender roles and expectations can shape career aspirations,

leading women to opt for careers in education and healthcare, and men to pursue careers in

engineering, business, and technology (Kwadzo & Kuadzigbor, 2021; Addo et al.,

2021).Gendered socialization and cultural norms can constrain career choices, with women often

expected to pursue careers in nurturing fields, and men expected to pursue careers in fields

requiring strength and leadership (Yenko et al., 2020; Agyeman et al., 2021).

1.1 Statement of the Problem

Career choice is a critical decision-making process for high school students, with long-term

implications for their professional development and personal fulfillment. In Winneba High

School, students' career aspirations are influenced by a complex interplay of factors that are not

yet fully understood. Research has shown that family background, socio-economic status,

academic performance, and individual interests significantly shape career choices among high

school students globally. However, the specific determinants within the context of Winneba High

School have not been comprehensively studied. Previous studies highlight that family influence

4
plays a substantial role in shaping students' career decisions. For instance, Bridi et al. (2021)

found that parental expectations and guidance significantly impact students' career aspirations.

Similarly, socioeconomic factors, such as the availability of financial resources and parental

occupation, have been shown to influence students' career choices (Fan, et al., 2020). These

factors may limit or expand the range of career options perceived as attainable or desirable by

students. Academic performance is another crucial determinant, as it often dictates the feasibility

of pursuing certain careers that require specific educational qualifications (Simiyu et al., 2022).

High academic achievers are more likely to aspire to careers perceived as prestigious or

financially rewarding, whereas those with lower academic performance may opt for vocational

or less demanding career paths (Amponsah & Donkor, 2022). Individual interests and intrinsic

motivation also play a significant role in career decision-making. Students' personal passions,

values, and perceptions of job satisfaction heavily influence their career choices (Boateng et al.,

2023). Additionally, peer influence and exposure to role models can shape students' career

aspirations by providing tangible examples of career success and attainable goals (Mensah et al.,

2023). Despite these insights, there is a lack of localized research addressing how these

determinants specifically affect students in Winneba High School. Factors such as local

economic conditions, cultural expectations, and the availability of career guidance resources may

uniquely shape the career aspirations of students in this context (Owusu-Agyeman & Sam,

2021). Understanding these determinants is crucial for developing targeted interventions and

support systems to help students make informed career choices that align with their strengths,

interests, and the opportunities available to them. Therefore, this study aims to explore the

determinants of prospective career choices among students at Winneba High School. By

identifying the key factors influencing their career aspirations, this research seeks to provide

5
insights that can inform educational policy, career guidance practices, and support mechanisms

to better equip students for their future professional lives.

1.2 Purpose of the Study

The purpose of the study is to examine the determinants of prospectives career choice of

students.

1.3 Objectives of the Study

1. Examine the role of family in career choice among students of Winneba Secondary

School.

2. Establish peer influence on career choice among Winneba Secondary School students.

3. Examine the role of teachers in career choice among Winneba Secondary School

students.

1.4 Research Questions

1. Which role do families play in shaping students’ career aspirations?

2. How does peer influence affect the career choices of students at Winneba Secondary

School?

3. Which role do teachers play in influencing the career choices of students at Winneba

Secondary School?

1.5 Significance of the Study

The study will expose students in Winneba Secondary to the dimension of determinants of

prospective career choice. The students will be exposed to how these determinants can be of help

during their career decisions.

6
By this study, the information on the findings of the study would also help students in Senior

High Schools in general to develop the appreciation to consider some determinants before

choosing a career. Finally, it is hoped that, by this study, future researchers can be encouraged

and challenged to do further research.

1.6 Delimitation

The scope of this study covers only students in Winneba Secondary School Form three.

1.7 Definition of Terms

Determinants: are the factors that interact and influence an individual's career choices and career

development, and understanding them is essential for effective career guidance and counselling.

Opportunities: are those choices in one's life that are exposed either subtly or obviously. These

choices or paths give the individual a selection between two or more outcomes.

Peer influence: refers to the opinions and pressures from friends to choose a particular career

path without any proper background checks that suits an individual’s strengths and weaknesses.

Career choice: are broad opportunities that exist for lifelong vocations. These vocations are set

out in a framework of strategies moving toward personal goals. Fields of vocational, academic,

and sociological endeavors are explored for the purpose of satisfying personal, economic, and

intellectual goals.

Personality: is a characteristic way of thinking, feeling and behaving (Britannica, 2002). The

personality is the collection of impressions in the appearance of the student's body and the

impressions believed to have been made on others, good or bad.

Prospective Career Choice: The career options that students consider or aspire to pursue in the

future.

7
1.8 Organization

The study was organized into five chapters, with each chapter dealing with an aspect of the

study. The first chapter dealt with the background to the study, statement of the problem, purpose

of the study, research questions, delimitation, limitation and significance of the study. Related

literature was reviewed in the second chapter while the third chapter was devoted to methods of

data collection, sample and sampling procedure and descriptions of research instrument used for

data gathering and the method of data analysis. In the fourth chapter, the discussion of the results

was obtained. Chapter Five was devoted to summary of the study, conclusions and

recommendations.

8
 CHAPTER TWO

2.0 Review of Relevant Literature

Reviewing literature that is relevant to one's research is a critical step in research. It is used in all

steps of the research process. Researchers cannot conduct their study in an intellectual vacuum,

but it is undertaken within the context of an existing knowledge base (LoBiondo-Wood, 2021)

Research is a cumulative process, with each study building on the findings of previous

studies(Creswell, 2022).Researchers stand on the shoulders of giants, relying on the work of

predecessors to inform and shape their own investigations" (Leavy, 2020).The scientific method

involves building upon existing knowledge and the work of other researchers" (Johnson,

2021).Research is a collaborative and cumulative process, with researchers contributing to a

shared understanding of a phenomenon" (Marshall, 2020).Research would not be possible if one

could not rely on previous methods or results that do not demonstrate a relationship with

previous results and findings.

The literature reviewed was based on the following: Theorical framework backed by Anne Roe’s

Theory of Career Development and Social Learning Theory (SLT) by Bandura and with an

9
empirical review on the roles parents, teachers and peers play in influencing career choices

among Senior High School Students.

Anne Roe’s Theory of Career Development:

Anne Roe's personality theory states that a person chooses their career based on their interaction

with their parents. Roe believed that the way a child interacts with their parents would lead them

to pursue either person-oriented or non-person-oriented jobs. Person-oriented jobs have a high

amount of interaction with other people. Non-person-oriented jobs are more independent.

According to Roe’s theory, career choice has a lot to do with psychological needs which develop

through the child’s interactions with caretakers and/or parents, that is, people make career

choices based on the nature of relationships with their caretakers from birth. These relationships

set up psychological needs which people look to be fulfilled in their career. Anne Roe dwelt

much on Abraham Maslow’s list of basic needs arranged in a hierarchy of potency. Anne Roe

also divided careers into eight categories: Service, Business contact, Organization, Technology,

Outdoor, Science, General culture, Arts and entertainment. Each of these categories was seen as

having six levels based on complexity and skill required for the job. These levels were:

independent responsibility, less independence, moderate responsibility for others, training is

required, on-the-job training or special schooling, and little special training is required –

individuals only need to follow basic directions. According to Anne Roes, there are three types of

parental attitudes: Concentration on Child (Overprotective, Overdemanding), Avoidance of the

Child (Rejection, Neglect) and Acceptance of the Child (Casual acceptance, Loving acceptance)

Anne Roe’s Theory of Career Development say children having “Concentration” parents may

continue to need focus from people as they move into the adult world. Children from

10
“Avoidance” parents may be loners, comparatively speaking – more time with things, not people.

People from “Acceptance” parents may be more interested in people, not data or things.

Social Learning Theory (SLT)

Social Learning Theory (SLT) by Bandura is often described as the ‘bridge’ between traditional

learning theory (behaviourism) and the cognitive approach. This is because it focuses on how

mental (cognitive) factors are involved in learning. Unlike Skinner, Bandura (1977) believes

humans are active information processors and think about the relationship between their

behaviour and its consequences. Albert Bandura’s social learning theory suggests that people

learn new behaviours by observing and imitating others: such as parents, peers and teachers.

The theory emphasizes the importance of observational learning, where individuals acquire

knowledge, skills, attitudes, and beliefs by watching the actions of others and the consequences

that follow, leading to the modelling and adoption of observed behaviours.

Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing,

modelling, and imitating the behaviours, attitudes, and emotional reactions of others. Social

learning theory considers how both environmental and cognitive factors interact to influence

human learning and behaviour. In social learning theory, Albert Bandura (1977) agrees with the

behaviorist learning theories of classical conditioning and operant conditioning.

Observational learning is a key aspect of social learning theory, where individuals learn and

adopt behaviours by observing others. This process often involves modelling after those who are

similar, high-status, knowledgeable, rewarded, or nurturing figures in our lives.

Children observe the people around them behaving in various ways. This is illustrated during the

famous Bobo doll experiment (Bandura, 1961).

11
Individuals that are observed are called models. In society, children are surrounded by many

influential models, such as parents within the family, characters on children’s TV, friends within

their peer group, and teachers at school. These models provide examples of behaviour to observe

and imitate, e.g., masculine and feminine, pro and anti-social, etc. Children pay attention to some

of these people (models) and encode their behaviour. At a later time, they may imitate (i.e.,

copy) the behaviour they have observed. Albert Bandura, through his work on social learning

theory, identified three primary models of observational learning:

Live Model: Observing an actual individual perform a behaviour.

Verbal Instructional Model: Listening to detailed descriptions of behaviour and then acting based

on that description.

Symbolic Model: Learning through media, such as books, movies, television, or online media,

where behaviours are demonstrated. Through these models, individuals can vicariously learn by

watching others without necessarily undergoing direct firsthand experiences. Based on Bandura’s

research, several factors enhance the likelihood of a behaviour being imitated. We are more

prone to imitate behaviours when the following conditions apply:

Similarity of the Model

We are more likely to model our behaviours after individuals who are similar to us. This is

because we are more likely to identify with these individuals, making their behaviours seem

more relevant and attainable. Research has shown that people tend to form connections with

others who share similar characteristics, such as age, gender, ethnicity, or interests (Lee et al.,

2020; Chen et al., 2021).A study published in the Journal of Social and Personal Relationships

found that similarity in values and beliefs was a strong predictor of relationship satisfaction

(Klohnen & Mendelssohn, 2020).Another study in the Journal of Personality and Social

12
Psychology found that people who shared similar personality traits and interests were more

likely to form close friendships (Gilliland & Dunn, 2020). A review of research on social identity

theory found that shared group membership and similarity in social identity were key factors in

forming and maintaining social relationships (Hogg & Hardie, 2020).

Identification with the Model

Identification occurs with another person (the model) and involves taking on (or adopting)

observed behaviours, values, beliefs, and attitudes of the person you identify with. The

motivation to identify with a particular model is that they have a quality that the individual

would like to possess. The more an individual identifies with the model (for instance, because

they are similar or aspire to be like the model), the more likely they are to imitate their

behaviour. This relates to an attachment to specific models that possess qualities seen as

rewarding. Children will have several models with whom they identify. These may be people in

their immediate world, such as parents or older siblings, or they could be fantasy characters or

people in the media. Identification differs from imitation as it may involve adopting several

behaviours, whereas imitation usually involves copying a single behaviour.

Rewarded Behaviours

Individuals who see that a model is rewarded for their behaviours are likelier to imitate them,

while behaviour resulting in negative outcomes is less likely to be copied. This is known as

vicarious reinforcement. For instance, if a student sees that another student gets praised by the

teacher for asking questions, they are likelier to ask questions themselves. The way role models

achieve success impacts their effectiveness. People benefit more from role models whose success

is due to factors they can control, like effort, rather than uncontrollable factors like innate talent

(Weiner, 1979, 1985). Studies showed girls performed better in math when their role model’s

13
success was linked to effort. In contrast, if the success was attributed to natural talent, their

performance declined compared to boys (Bàges, Verniers, & Martinot, 2016).

Status of the Model

We are likelier to imitate individuals who hold high-status positions, such as leaders, celebrities,

or successful people in our field of interest. High-status individuals are often admired and seen as

role models, so their behaviours are likelier to be seen as desirable and worth imitating.

People are also more likely to imitate experts or knowledgeable individuals in a certain area.

These individuals’ behaviours are seen as effective and efficient ways of achieving goals in that

area.

Reinforcement and punishment

The people around the child will respond to the behaviour it imitates with either reinforcement or

punishment. If a child imitates a model’s behaviour and the consequences are rewarding, the

child will likely continue performing the behaviour. If a parent sees a little girl consoling her

teddy bear and says, “what a kind girl you are,” this is rewarding for the child and makes it more

likely that she will repeat the behaviour. Her behaviour has been positively reinforced (i.e.,

strengthened).

Reinforcement can be external or internal and can be positive or negative. If a child wants

approval from parents or peers, verbal approval is an external reinforcement, but feeling happy

about being approved of is an internal reinforcement. A child will behave in a way that it

believes will earn approval because it desires approval.

Positive (or negative) reinforcement will have little impact if the external reinforcement does not

match an individual’s needs. Reinforcement can be positive or negative, but the important factor

is that it will usually change a person’s behaviour. Exposure to positive role models in education

14
enhances a sense of belonging, especially for groups subjected to negative stereotypes like

women and racial minorities in STEM (Dasgupta, 2011; Rosenthal et al., 2013). For instance,

women who read about successful female physicians in male-dominated careers felt a stronger

connection to their own paths (Rosenthal et al., 2013).

Self-efficacy, the belief in one’s abilities, greatly influences whether a person will imitate an

observed behaviour. Women in calculus classes reported higher self-efficacy and participation

when taught by female professors compared to male professors (Stout et al., 2011). The women’s

identification with their female professors significantly predicted this increased belief in their

own abilities.

Students who read about the challenges overcome by famous scientists performed better than

those who read only about their achievements (Lin-Siegler et al., 2016). Observing perseverance

fosters personal performance.

Role models’ successes should be achievable. If aspirants believe they can attain similar success,

they’re more motivated. For example, college freshmen were more motivated by successful

seniors than fourth-year students were, likely because the freshmen felt they had more time to

achieve similar success (Lockwood & Kunda, 1997).

An effective role model is someone others see as similar or relatable. This perceived similarity,

whether through shared group membership, experiences, or interests, boosts motivation. For

example, women were more interested in computer science when interacting with relatable

models, like a casually dressed and socially skilled computer scientist, than with stereotypical

ones (Cheryan et al., 2011).

Social Cognitive Career Theory (SCCT), developed by Lent, Brown, and Hackett (1994),

suggests that individuals' career choices are influenced by self-efficacy beliefs, outcome

15
expectations, and personal goals, which can be shaped by teachers. Additionally, Super's Life-

Span, Life-Space Theory (Super, 1990) posits that teachers play a vital role in the developmental

stages of career planning, particularly during adolescence when students are forming their career

identities.

2.2. Conceptual Review

Career choice among high school students is influenced by a complex interplay of factors,

including family, peers, and teachers. This review conceptualizes how these determinants affect

career decision-making among students at Winneba Senior High School in Ghana.

Family Influence (parents)

Family dynamics are a foundational determinant in shaping students' career choices. The

influence of family includes parental expectations, socioeconomic status, and the level of

educational support provided at home. Research indicates that parental expectations significantly

influence students' career choices. According to a study by Owusu et al. (2022), parents'

expectations and the value they place on certain careers can strongly affect their children's career

aspirations. Students often align their career choices with parental desires due to a combination

of respect, obligation, and the need for familial approval (Owusu et al., 2022). This influence is

evident among students at Winneba Senior High School, where family expectations often guide

career decisions, particularly in contexts where academic and professional success is highly

valued. The socioeconomic status of a student's family can also impact career choices. A study

by Mensah and Appiah (2021) found that students from higher socioeconomic backgrounds

generally have more access to career resources and opportunities, which can broaden their career

choices. Conversely, those from lower socioeconomic backgrounds may face constraints that

16
limit their career options (Mensah & Appiah, 2021). This disparity is relevant for students at

Winneba Senior High School, where socioeconomic factors can shape the range of career paths

considered by students.

Peer Influence

Peers play a critical role in shaping career choices through social interactions, peer pressure, and

shared experiences. The role of peers in influencing career decisions is well-documented.

Research by Fosu and Osei (2024) highlights that peer opinions and the desire to conform to peer

expectations can significantly impact students' career choices. Students often discuss career

aspirations with their peers and may be swayed by popular trends or the perceived prestige of

certain professions within their peer group (Fosu & Osei, 2024). At Winneba Senior High

School, peer groups can both positively and negatively influence career decisions, reflecting

broader social trends and pressures. Peers also contribute to career exploration by sharing

information about various professions and opportunities. A study by Gyasi and Anane (2024)

found that peer interactions can provide valuable insights into different careers, often enhancing

students' understanding of available options. This peer-driven knowledge exchange is pertinent

for Winneba Senior High School students, who may rely on their social circles for career

information and support.

Teachers Influence

Teachers are instrumental in providing career guidance, mentorship, and exposure to career

options. Teachers, particularly those involved in career counselling, play a significant role in

shaping students' career choices. According to a study by Boateng and Asante (2023), effective

career counselling and mentorship from teachers help students make informed career decisions

by offering guidance, resources, and exposure to various career paths (Boateng & Asante, 2023).

17
For students at Winneba Senior High School, access to knowledgeable and supportive teachers

can greatly influence their career decisions and aspirations. The broader educational

environment, including curricular and extracurricular activities, also impacts career choice. A

study by Asante and Boateng (2022) found that schools that offer diverse career exploration

opportunities and practical experiences contribute to more informed career choices among

students. At Winneba Senior High School, the quality and variety of career-related activities and

programs provided by teachers play a crucial role in shaping students' career trajectories (Asante

& Boateng, 2022).

2.3. Empirical Review

Family (Parents) influence

Research has consistently shown that parents' encouragement and support play a crucial role in

career choice and academic programs. A study by Hossler and Scalese-Love (2020) found that

parental expectation was a significant predictor of college attendance. Similarly, Payne (2020)

reported that parents' influence was a critical factor in post-school choices. Other studies have

also highlighted the importance of family support in decision-making, with 90% of respondents

reporting that they consulted their parents about career and program choices (Kern, 2020).

Moreover, research by the Institute for Employment Studies (2020) showed that 73% of parents

encouraged their children to pursue higher education. Boyd et al. (2020) also found that parents

were the primary influencers of their children's decision-making. Recent studies in various

countries have also confirmed the significant influence of family on career choices (AjÖbola et

18
al., 2020; Humayon et al., 2018; Meddour et al., 2016). Parental Influence on Career Choices of

Senior High School Students in Ghana. Parents often provide initial guidance and advice

regarding career choices based on their own experiences, aspirations, and understanding of the

job market. They may encourage their children to pursue careers that align with family traditions,

societal expectations, or economic stability (Agyekum & Asumadu, 2020).

Financial considerations heavily influence career decisions in Ghanaian households. Parents may

direct their children towards professions perceived to offer better financial stability or

opportunities for upward mobility. They may also support their children's education in fields they

believe will lead to lucrative careers (Ntow & Boateng, 2021). Parents serve as primary role

models, showcasing their careers and work ethic to their children. This exposure can

significantly influence students' perceptions of different professions and their likelihood of

pursuing similar career paths (Owusu-Ansah, 2023). Cultural values and societal expectations

also shape parental influence on career choices. In many Ghanaian communities, certain

professions are highly esteemed, and parents may steer their children towards these respected

fields, such as medicine, law, or engineering (Owusu, 2022). Emotional support from parents

plays a critical role in students' confidence and resilience in pursuing their chosen career paths.

Positive reinforcement and encouragement from parents can bolster students' self-belief and

motivation to pursue their aspirations (Ofori, 2020). Parents in Ghana wield significant influence

over their children's career choices through guidance, financial support, role modelling, cultural

expectations, and emotional encouragement. Their involvement underscores the importance of

collaborative efforts between parents, teachers, and educational institutions in facilitating

informed and fulfilling career decisions for senior high school students.

Peer Influence on Career Choices

19
Peer Influence on Career Choice Among Senior High School Students: A Systematic Review" by

Smith et al. (2021) delved into the complex dynamics of peer influence on career choices among

high school students. The systematic review encompassed a wide range of studies that explored

how peers can impact students' decisions regarding their future careers. The findings of the

review highlighted the significant role that peers play in shaping students' career aspirations and

choices. The study revealed that peers can influence career decisions through various channels,

such as providing advice, sharing personal experiences, and acting as role models. High school

students often look to their peers for guidance and support when making decisions about their

future careers. Peers can offer insights into different career paths, share information about

various industries, and provide encouragement to pursue specific career goals.

The researchers emphasized the importance of recognizing and understanding the influence that

peers can have on students' career choices. Educators and policymakers were encouraged to

incorporate peer influence into career guidance programs to better support students in their

career exploration. By acknowledging the impact of peer relationships on career decisions,

schools can create more effective strategies to help students make informed choices about their

future careers.

Smith et al. (2021) shed light on the intricate interplay between peer influence and career choice

among senior high school students. The study underscored the need for a holistic approach to

career guidance that takes into account the role of peers in shaping students' career aspirations

and decisions. “The Impact of Peer Influence on Career Choice: A Meta-Analysis of Recent

Studies" by Jones et al. (2020) conducted a meta-analysis of recent studies to examine the impact

of peer influence on career choices among high school students. The researchers analysed a

diverse range of studies that explored how peers can shape students' perceptions of different

20
career paths and influence their career decisions. The meta-analysis revealed a strong correlation

between peer influence and career choices, with peers often serving as sources of information,

inspiration, and support for students. Peers can play a crucial role in helping students explore

various career options, understand the requirements of different industries, and make informed

decisions about their future careers.

Role of Teachers as Career Guides and Counsellors

Teachers often serve as primary career counsellors in Ghanaian schools due to the limited

availability of professional career counsellors. Research by Gyamfi (2020) highlights that

teachers provide essential information about different career paths, the educational requirements

for various professions, and job market trends. They often help students navigate their interests

and abilities, matching them with suitable career options.

The subjects that teachers instruct can significantly influence students' career choices. For

instance, a study by Addo (2021) found that students who had enthusiastic and knowledgeable

teachers in science subjects were more likely to pursue careers in STEM fields. Conversely, lack

of inspiration or support in certain subjects can deter students from pursuing related careers.

Teachers serve as role models and mentors, impacting students' career aspirations through their

professional conduct and personal guidance. A study by Appiah (2021) emphasizes that students

often look up to teachers as examples of success and professionalism. The presence of teacher-

mentors who actively engage in discussions about career planning can motivate students to

aspire to similar levels of achievement.

In many Ghanaian schools, teachers are responsible for providing career-related resources,

including books, pamphlets, and access to career fairs. According to the study by Mensah and

Boakye (2020), the availability of such resources, facilitated by teachers, significantly broadens

21
students' awareness and understanding of various career options, helping them make more

informed decisions.

Teachers also contribute to career guidance through the organization and supervision of

extracurricular activities and career clubs. As highlighted by Nyarko and Botchway (2021),

involvement in clubs such as science clubs, debate teams, and business clubs, often led by

teachers, provides students with practical experience and exposure to potential career fields,

fostering interest and commitment to specific career paths.

Despite their crucial role, teachers in Ghana face several challenges in providing effective career

guidance. Studies indicate a lack of training in career counselling, insufficient resources, and

high student-to-teacher ratios as significant barriers (Ankomah, 2022). These challenges hinder

teachers' ability to offer comprehensive and personalized career advice, underscoring the need

for systemic support and professional development opportunities.

2.4 Summary

The findings of the meta-analysis suggested that interventions targeting peer relationships could

be effective in promoting positive career outcomes for students. By fostering positive peer

interactions and providing students with opportunities to learn from their peers, schools can help

students navigate the complexities of career decision-making more effectively. The

recommended that educators and policymakers consider the impact of peer influence when

deigning career guidance programs for high school students. By incorporating strategies that

leverage the positive aspects of peer relationships, schools can empower students to make

informed career choices and pursue their career goals with confidence.

Exploring the Role of Peer Influence in Career Decision-Making: A Qualitative Study of Senior

High School Students" by Brown et al. (2019) conducted qualitative interviews with high school

22
students to gain insights into the impact of peer influence on their career choices. The study

revealed that peers can act as both positive and negative influences on students' career decisions.

Peer pressure, social norms, and shared interests were identified as key factors that shape

students' perceptions of different career paths. The study highlighted the need for targeted

interventions to help students navigate peer influences effectively. By understanding the role that

peers play in shaping career decisions, educators and policymakers can develop strategies to

support students in making informed choices about their future careers. Brown et al. emphasized

the importance of creating a supportive environment that empowers students to explore their

interests and aspirations while considering the influence of their peers. The findings of the study

underscored the complexity of peer influence on career decision-making among high school

students. Peers can provide valuable insights, encouragement, and support to students as they

navigate the process of choosing a career path. However, negative peer influences, such as peer

pressure or conformity, can also impact students' career decisions in detrimental ways.

This literary review creates the impression that there are a lot of perspectives from which career

choice has been approached. This review pointed out the many determinants that high school

students might face as they attempt to construct a career plan and then act upon that plan. The

purpose of this study is to identify the determinants that students have used in identifying career

choices so that the support teams of those students may better aid in the decision-making

process. The next chapter will explain the methodology used in the research method.

23
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter describes the research Methodology that was used in the study. These encompass

the research approach (quantitative), Research design (cross sectional design), population of the

study (all students in Winneba Secondary school), sampling procedure (multiple procedures),

data collection instrument (adapted scale), data collection procedures, data processing and

analysis (descriptive statistics) and ethical consideration.

3.1 Research Approach

Quantitative approach was employed for this study. By this approach, the researchers aimed to

collect and analyse numerical data, enabling them to generalize the findings to a larger

population and make informed decisions (Snyder, 2022). The researchers presented findings of

the study using numerical computations. According to Singh et al. (2022), quantitative research

24
involves a systematic investigation of a phenomenon through the gathering of numerical data and

the utilization of statistical or computational tools and techniques.

3.2 Research Design

This study utilized cross sectional survey design. Cross-sectional surveys involve collecting data

through questionnaires or surveys from a sample of participants at a single point in time, and

analysing the data using descriptive statistics to examine relationships between variables

(Snyder, 2022). This design was deemed appropriate for this study because it enabled the

researchers to collect and analyse data from a large sample size, examine relationships between

variables, and make generalizations to the population (Kumar et al., 2022)

Despite these advantages ,Cross-sectional designs are limited in their ability to establish

causality between variables, as they only provide a snapshot of the population at a single point in

time (Snyder, 2022).Also, Self-reported data in cross-sectional surveys may be subject to biases

and measurement errors, which can affect the accuracy of the findings (Kumar et al.,

2022).Additionally, Cross-sectional surveys may not be representative of the population over

time, as they only provide a snapshot of the population at a single point in time (Graziano &

Raulin, 2020).

3.3 Setting of the study

This study was conducted at Winneba Senior High School in Ghana. The school was established

in the year 1949 with a mission to provide quality secondary education to students in the Effutu

municipality and Ghana as a whole. Winneba Senior High School is one of the top-performing

schools in the central region of Ghana, with a strong focus on academic excellence, discipline,

and character development. The school has a long history of producing well-rounded graduates

who go on to excel in various fields. Winneba Senior High School is located in the heart of

25
Winneba, a vibrant town in the Central Region. The school has a diverse student body, with

students from various backgrounds and regions of the country. The school has experienced and

dedicated teachers who are committed to providing students with a comprehensive education.

3.4 Population

The target population for this study comprises all students of Winneba Senior High School with

an estimated total population of 2116 from form (1) one to three (3). The population came from

the six departments of the school.

Table 1: Population of the study

General Arts Department

Forms Male Female Total
1 100 105 205
2 95 109 204
3 100 102 202
General Science Department
1 40 20 60
2 50 18 68
3 33 23 56
Business Department
1 80 85 165
2 77 76 153
3 75 90 165
Home Economics Department
1 29 70 99
2 23 78 101
3 19 68 87
Agricultural Department

26
 1 56 54 110
2 76 40 116
3 58 40 98
Visual Arts Department
1 60 21 81
2 55 22 77
3 49 20 69
Total 1075 1041 2116

3.5. Accessible Population

The accessible population focused on only form two (2) students from all departments: General

Arts with a population of 204 students, General Science with a population of 68 students,

Business with a population of 153 students, Home Economics with a population of 101 students,

Agriculture with a population of 116 students and Visual Arts with a population of 77 students,

summing up to 719 students.

Table 2. Accessible Population

Department male Female Total

General Arts 95 109 204
General Science 50 18 68
Business 77 76 153
Home Economics 23 78 101
Agriculture 76 40 116
Visual Arts 55 22 77
Total 378 343 719

3.6 Sample and Sampling Procedure

27
A total of 248 students out of the accessible population of 719 comprising of 378 males and 343

females from form one students of the Winneba Senior High School was used. The sample size

was determined using the Krejcie and Morgan (1970) table. The sampling procedures that were

used for the selection of the sample included simple random sampling and stratified sampling.

This study employed simple random sampling to select departments from the school, providing a

representative sample and minimizing bias (Hansen et al., 2022). Stratified sampling was used to

select participants from the various departments. This method is used when the population is

divided into distinct subgroups or strata, and the researcher wants to ensure that the sample is

representative of all subgroups (Kumar et al., 2022). This method was used so as to have a fair

representation of students from the various departments of the faculties. Simple random

sampling was then used again to select the individual students from various departments for the

study. This was employed in order to give equal chance of selection to all students from the

various departments.

Table 3: Sample Distribution of Students

4.1 Distribution of Courses

Course Frequency Percent Cumulative Percent

General Arts 138 55.6 55.6

General Science 4 1.6 57.3
Business 93 37.5 94.8
Home Economics 5 2.0 96.8
Agriculture 3 1.2 98.0
Visual Arts 5 2.0 100.0
Total 248 100.0 100.0

3.7 Data Collection Instrument

28
A questionnaire was used for the data collection in this study. A questionnaire is a list of

questions or items used to gather data from respondents about attitudes, experiences or opinions

(Bhandari, 2021). The questionnaire included dimensions on Parental, teachers and peers’ roles

in influencing career choices of Senior High School Students. The questionnaire was an adapted

instrument from the Career Influences Questionnaire (CIQ) respectively for students on factors

that influence their career choices. The questionnaire was made up of four sections, A, B, C, and

D. Section A elicited demographic data of the students, section B which was made up of 10 items

elicited information on the parental roles that influence career choice of students. Section C too

was made up of 10 items which sought information on the roles peers play in influencing career

choice of students. Also, Section D was made up of another 10 items which sought information

on how teachers influence career choice of students. All the sections were structured with closed-

ended questions.

3.8 Data Collection Procedure

Letter of introduction was obtained from the Head of Department of Counselling psychology in

the University of Education Winneba, which solicited for the assistance of the Headteacher of

Winneba Senior High Schools for the data collection. The researchers then visited various

classes, briefed respondents on the study’s objectives and the importance of providing honest

responses. We explained the instructions to them and collected data at scheduled times to

minimize disruption to instructional periods. Questionnaires were gathered within 1 week, with

periodic follow-ups to ensure timely completion. This was facilitated by all three researchers.

3.9. Reliability

Reliability analysis using Cronbach's Alpha measures the internal consistency of a scale, which

indicates how closely related a set of items are as a group. The reliability index for the

29
questionnaire was calculated using Cronbach’s alpha reliability to check for the internal

consistency of the questionnaire.

Section coefficient

Family 0.674

Peers 0.694

Teachers 0.781

The reliability coefficient for the Section A and B of the questionnaire using Cronbach alpha was

0.674 and 0.694 and Section C was 0.781.

Internal Consistency using Cronbach's Alpha of 0.674 and 0.694 for section A and B indicates

moderate internal consistency. This means that the items in this section are somewhat consistent

in measuring the same underlying construct of teachers' influence on career choice, but the

reliability is slightly below the commonly accepted threshold of 0.7. The moderate Alpha value

suggests that some items might not be contributing effectively to the overall scale. There could

be, redundant items (overlapping content), Items that do not align well with the other items in

measuring the construct, items with ambiguous or unclear wording. Conduct item analysis to

identify which items contribute least to the scale's reliability. This could involve examining item-

total correlations to determine if any items should be revised or removed. Consider revising the

wording of certain items for clarity and specificity to enhance the scale's reliability.

A Cronbach's Alpha of 0.781 for section C indicates good internal consistency. This value is

above the threshold of 0.7, suggesting that the items in this scale reliably measure the same

underlying construct. This scale can be considered reliable for research purposes. The high

30
reliability suggests that the items are well-aligned and contribute positively to measuring the

construct. This scale can be used with confidence in future research.

The reliability analysis suggests that while Scale C is reliable and consistent, Scales A and B

could benefit from refinement to improve their internal consistency. By reviewing and revising

the items in these scales, you can enhance their reliability and ensure that they effectively

measure the intended constructs in your research on career choice determinants among students.

3.10 Data analysis

Analysis of data provided facts and figures that enabled us to interpret results and make

statements about the findings of the study. The data was collated and edited in order to address

questions that have been answered partially or not answered. For effective statistical presentation

and analysis, the questionnaire was serially numbered to facilitate easy identification. It was

necessary to observe this precaution to ensure quick detection of tiny errors when they occur in

the tabulation of the data. Responses to the various items in the questionnaires were added,

tabulated and statistically analysed. All items of the questionnaires were coded. Items in the form

of four-point Likert-type scale were rated between 1-4, with 1 being the lowest and 4 being the

highest. Section A was on some demographic data of the respondents. These responses were

analysed using descriptive analysis. Mean of means was used to analyse data to answer research

the research questions. Under this, the responses of respondents were studied to identify the

pattern of their responses. The responses were presented in frequencies and percentages table.

3.11. Ethical considerations

The study made several ethical considerations. Firstly, anonymity was maintained to safeguard

the privacy of respondents. Participants were not required to write their names or any identifying

31
information on the questionnaire, ensuring their identities remained unknown throughout the

study.

Also, confidentiality measures were implemented to protect the information provided by

participants. Data collected from respondents were solely used for academic purposes and were

not shared publicly without consent, thereby respecting participants’ confidentiality rights.

Additionally, the principle of autonomy was adhered to throughout the research process.

Participants were given the freedom to decide, free from coercion or pressure, whether to

participate in the study or not. This was facilitated by obtaining informed consent from each

participant prior to their participation in the research.

Lastly, the study adhered to ethical standards set by the Winneba Senior High School through

obtaining ethical clearance to ensure compliance with established guidelines and regulations.

Chapter Summary

This chapter highlighted the research design, population, sampling procedure, data collection

instruments and procedures and data processing analysis. Winneba Senior High School in the

Effutu Municipal was the target population for this study. The study employed the cross-sectional

research design. This design was used to determine relationships and predictions among the

variables that were investigated. This design was limited because it is only used for quantitative

studies. Because of this, personal experiences of the respondents were not known. Regardless of

this, the design provided quantitative explanation to the determinants of prospective career

choice among students.

32
 CHAPTER FOUR

RESULTS AND ANALYSIS

Introduction

This chapter presents the data analysis and discussion of the results from the study conducted to

examine the determinants of prospective career choices among students of Winneba Senior High

School in the Central Region of Ghana. The study focused on four key areas such as

Demographic information of respondents, parent-related factors influencing career choice, peer

influence on career choices and the role of teachers in shaping career choices. A total of 248

students participated in the study. All administered questionnaires were successfully retrieved,

resulting in a 100% response rate. The data collected were analysed using descriptive statistics.

4.1. Demographic Information

Demographic information of the respondent included Distribution of Courses, Gender and Age

33
4.1 Distribution of Courses, Gender and Age

Course Frequency Percent Cumulative Percent

General Arts 138 55.6 55.6

General Science 4 1.6 57.3
Business 93 37.5 94.8
Home Economics 5 2.0 96.8
Agriculture 3 1.2 98.0
Visual Arts 5 2.0 100.0

Total 248 100.0 100.0

Male 100 40.3 40.3
Female 147 59.3 99.6

Other/Undisclosed 1 0.4 100.0

Total 248 100.0 100.0

13-15 35 14.1 14.1
16-18 198 79.8 94.0
19-21 12 4.8 98.8
22-24 2 0.8 99.6
25 and above 1 0.4 100.0

34
Course Frequency Percent Cumulative Percent

Total 248 100.0 100.0

Table 4.1 shows General Arts emerged as the most popular course, with 55.6% of respondents

enrolled, followed by Business at 37.5%. General Science, Home Economics, Agriculture, and

Visual Arts had significantly fewer students, with percentages ranging from 1.2% to 2.0%. This

distribution suggests that most students gravitate towards General Arts and Business, possibly

due to personal interests, career aspirations, or course availability.

From table 4.2 female respondents accounted for 59.3% of the sample, while males made up

40.3%. One respondent (0.4%) chose not to disclose their gender. The gender distribution shows

a higher proportion of female students, which may have implications for interpreting the

influence of gender on career choices.

From table above, the majority of respondents (79.8%) are aged 16-18, with smaller numbers in

the 13-15 and 19-21 age ranges. Only a few students are older than 21 years. This distribution

indicates that most respondents are in their mid-teen years, which may influence their career

exploration and decision-making processes.

4.4 Family Influence on Career Choice

The first research question sought to determine the role families play in shaping students' career

aspirations. Respondents were asked to provide responses to ten items on a four-point Likert

scale. Responses were categorized as "Agree" or "Disagree."

35
 Standard
Statement Mean Decision
Deviation

My career choices are influenced by my family and 2.0806 0.90966 Disagree

relatives.
My parents/relatives took the same career that I would
2.0000 0.87706 Disagree
pursue.
My family will give me support for my chosen career. 3.1452 0.98321 Agree

I believe they are responsible for choosing my career since 2.0726 0.90140 Disagree
they know best.
The success of my relatives in similar career paths
2.2327 0.91295 Disagree
influences my career choice.
My parents chose my senior high school subjects. 1.9435 0.88444 Disagree
My parents' occupation determines my choice of career. 1.9073 0.92834 Disagree
The education status of my parents affects my career
1.8750 0.86104 Disagree
choice.
My career choice is based on what my parents can afford. 2.0605 0.89554 Disagree
My parents always force me to follow their preferred career
1.6694 0.82689 Disagree
choice.
Total 20.9868 8.98053 -

Mean of means: 2.09868

Standard deviation: 0.898053

36
The results show that, respondents slightly disagreed (Mean = 2.09868) with the statements

about family influence on their career choices. While family support is expected for chosen

careers (Mean = 3.1452), respondents generally do not rely on family members to make career

decisions for them, indicating a moderate level of family influence.

4.5 Peer Influence on Career Choice

The second research question aimed to assess how peer influence affects students' career choices.

Respondents were asked to respond to ten items, which were also categorized as "Agree" or

"Disagree."

Standard
Statement Mean Decision
Deviation
My career choices are influenced by my friends. 1.6008 0.79339 Disagree
My friends’ choice of school affects my decisions in choosing a
1.7218 0.94334 Disagree
course.
Opinions from my peers affect my career choice. 1.8065 0.88786 Disagree
Exchanging ideas with my peers influences my career choice. 2.0403 0.86215 Disagree
I am afraid of making career decisions due to peer rejection. 1.9032 2.64321 Disagree
My friends prefer careers that are high paying. 2.4637 1.04876 Disagree
My friends mock my choice of career. 1.8629 1.07857 Disagree
My friends encourage me to choose a particular career because
2.0968 1.01741 Disagree
of its prestige.
I intend to change my course to match my friends' choices. 1.6492 0.84047 Disagree
My friends often speak negatively about career options I prefer. 1.9718 0.94666 Disagree
Total 19.117 11.08182 -
Mean of means: 1.9117
Standard deviation: 1.108182

37
The data indicates respondents generally disagreed (Mean = 1.9117) with statements regarding

peer influence on their career choices, indicating a low level of peer impact. Although there is

some influence when exchanging ideas with peers (Mean = 2.0403), peers play a relatively minor

role in shaping career decisions.

4.6 Teacher Influence on Career Choice

The third research question explored the role of teachers in influencing students' career choices.

Respondents provided their views on ten items.

TABLE: DISTRIBUTION OF RESULTS OF LEVEL OF TEACHERS INFLUENCE ON

CAREER CHOICE

Statement Mean ST. D Decision

21. My teachers have been the greatest influence in my 2.2177 1.04599 Disagree
career choice
22. My teachers personality affect me on my career 2.0000 .89984 Disagree
choice.
23. My teachers give regular guidance on the kind of 2.4435 1.00446 Disagree
career I should choose.
24. My teachers take into consideration my interest before 2.4556 1.00507 Disagree
I choose a particular career.
25. My teachers consider my strengths and weaknesses in 2.4556 1.03288 Disagree
choosing a career.

26. My teachers expect me to choose a career base on 2.0565 .90256 Disagree

their advice.
27. My teachers advised me to change my course of study 2.1411 .98995 Disagree
to suit my career choice.
28. My teachers speak negative about some certain careers 1.7621 .86536 Disagree
I showed interest.
29. I expect my teachers to choose the ideal career for me 1.9355 .93724 Disagree

38
 since they know my academic performance.
30. I feel without my teachers, I cannot make any better 1.7944 .94914 Disagree
career choice.
TOTAL 21.26607 9.63249
Mean of means: 2.1262
Standard deviation: 0.939481

From the table 4.6, the overall mean of 2.1262 indicates that students generally disagree with

statements regarding teachers' influence on their career choices. This suggests that while teachers

do have some level of impact, it is relatively minimal compared to other factors such as family or

personal interests. Most students disagree with statements such as "My teachers have been the

greatest influence in my career choice" (Mean = 2.2177) and "My teachers expect me to choose a

career based on their advice" (Mean = 2.0565). This reflects that students are not heavily

influenced by their teachers when making career decisions, preferring to rely on other sources of

guidance or their own judgment. Statements like "My teachers give regular guidance on the kind

of career I should choose" (Mean = 2.4435) and "My teachers take into consideration my interest

before I choose a particular career" (Mean = 2.4556) also received a low level of agreement. This

implies that students do not perceive their teachers as regularly involved in personalized career

guidance, which could indicate a gap in career counseling efforts within the school. The

statement "My teachers speak negatively about certain careers I showed interest in" (Mean =

1.7621) received one of the lowest levels of agreement. This suggests that while teachers may

not play a strong positive role, they also do not typically discourage students from pursuing

certain careers. The statement "I feel without my teachers, I cannot make any better career

choice" (Mean = 1.7944) shows low agreement, further highlighting that students do not see their

teachers as essential to their career decision-making process. Across all statements, students

39
consistently disagreed with the notion that teachers exert a strong influence on their career

choices, as shown by the overall mean of 2.1262. This indicates that, while teachers are present

in the career decision-making environment, their influence is perceived as moderate at best, and

students are likely relying more on their personal interests and other external factors.

Discussion of Findings

1. Family Influence on Career Choice.

The study revealed that family influence on career choice was moderate among students, with

respondents expecting family support for their chosen careers but generally not relying on family

members to make career decisions for them. This aligns with Family Systems Theory, which

posits that while families are fundamental units that shape values and early life experiences,

individual autonomy often grows as children transition into adolescence (Bowen, 2020). The

theory suggests that while family roles, economic status, and parental occupation may guide

early career considerations, adolescents increasingly assert their own preferences, especially in

contexts like education and career decisions.

A study by Zhou et al., (2021) it was found that although family background, particularly

parental education and socioeconomic status, can influence career aspirations, adolescents with

supportive parents who respect their autonomy tend to feel more empowered to make

independent career choices. Additionally, research by Fletcher and Wolfe (2020) highlighted that

while parents often wish to guide their children’s career choices, over-involvement can lead to

resistance from adolescents who value autonomy and self-determination.

2. Peer Influence on Career Choice

40
The study indicated that peers had a limited impact on the career decisions of students. This is

consistent with Social Learning Theory (Bandura, 1977), which suggests that while peers can

influence behaviour through observation and interaction, career decisions are complex and often

involve additional factors such as personal interests, familial expectations, and societal norms.

According to a study by Feng and MacGeorge (2021), while peer influence is significant in areas

like social behaviour and academic performance, its impact on career decisions is weaker. They

found that career choices are more heavily influenced by factors such as personal goals, family

expectations, and teacher guidance. Similarly, a study by Güneri et al. (2020) suggested that,

peer influence may be stronger in early adolescence but diminishes as students mature and start

considering long-term goals like career planning.

3. Teacher Influence on Career Choice

The findings from the study, presents an overall mean of 2.1262 which suggests that, students do

not see teachers as the driving force behind their career choices, aligning with the idea that

personal interests and personality fit (internal factors) are more decisive than external guidance.

The low mean scores (mean=2.2177 for "My teachers have been the greatest influence in my

career choice") indicate that students place greater importance on their own beliefs and abilities

rather than relying on external influences like teachers. This aligns with the Social Cognitive

Career Theory (SCCT) which emphasizes on self-efficacy as a key determinant of career choice.

The results (mean=2.4556 for "My teachers consider my strengths and weaknesses in choosing a

career") suggest that students do not heavily rely on teachers for career guidance. Instead, they

might be balancing their self-concept with external realities, which includes input from teachers

but not predominantly so. The moderate influence of teachers (overall mean = 2.1262) aligns

41
with the theory, which suggests that teachers are one of many contextual factors in the broader

ecosystem of career influences.

A study by Liu and Lu (2021) supports this, finding that while teachers are part of the career

decision-making context, students are more influenced by their own self-efficacy and personal

aspirations. Liu et al. (2022) argue that students often compromise between their personal goals

and external advice, but the latter, including advice from teachers, tends to have a secondary role

compared to self-driven factors. A study by Fang and Feng (2020) supports the idea that while

teachers are part of students' microsystems, family and self-concept have a stronger impact on

career decisions.

Gottfredson’s theory highlights that career choices are often shaped early in life by societal

expectations, but as individuals mature, they tend to compromise based on their self-concept and

available opportunities. Teachers, while influential, are often seen as one of many external

factors rather than a primary decision-making force.

Person-Environment Fit Theory proposed by Holland, posits that individuals seek out careers

that match their personality types. This alignment is primarily driven by intrinsic motivation

rather than external advice, which could explain why students at Winneba Senior High School

did not perceive teachers as major influencers in their career choices. Zhang and Deng (2023)

found that students prioritize intrinsic motivation and personal interests over external influences

like teacher advice when making career decisions, reinforcing the idea that person-environment

fit plays a central role.

Bronfenbrenner’s Ecological Systems Theory posits that career choices are influenced by

multiple layers of an individual’s environment, including the microsystem (family, peers,

teachers) and the macrosystem (societal norms). While teachers are part of the microsystem, this

42
theory also acknowledges that their influence can be less direct compared to immediate family

and personal contexts. The results highlight the importance of student autonomy in career

decision-making, suggesting that career guidance programs should focus on empowering

students to make informed choices based on their own strengths and goals.

Conclusion

The findings of this study confirm several theoretical frameworks and recent literature on career

decision-making. Family influence is while important, it is moderated by the growing autonomy

of adolescents, as described in Family Systems Theory. Peer influence is less significant,

reflecting the complexity of career decisions, consistent with Social Learning Theory. Teacher

influence is equally minimal, supporting Social Cognitive Career Theory, which highlights the

importance of guidance from knowledgeable and supportive mentors to make personalized

career decisions. Finally, students' course preferences reflect the process of career exploration

and alignment with perceived opportunities, as outlined in Career Development Theory.

These findings have important implications for career guidance programs in Ghanaian senior

high schools, suggesting a need for stronger teacher involvement and targeted support systems to

help students make informed and satisfying career choices.

43
 CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This study explored the factors influencing career choices among students of Winneba Senior

High School in the Effutu Municipality of the Central Region of Ghana. Specifically, it examined

the roles of family, peers, and teachers in influencing students' career decisions. The research

employed a descriptive survey design, targeting all students at the school, with a sample size of

248 respondents. Data were collected using a 30-item questionnaire and analysed primarily

through descriptive statistics, including frequency, percentage tables, means, and standard

deviations.

Summary of Key Findings:

It was found that respondents moderately disagreed with statements indicating family influence

on career choice, with an overall mean of 2.0987. The highest agreement was with the statement,

"My family will give me support on the chosen career" (Mean = 3.1452), while the lowest was "I

believe they are responsible for choosing a career for me since they know best" (Mean = 2.0726).

Also, the influence of peers on career choices was relatively low, with an overall mean of 1.9117.

The highest agreement was with "Exchanging ideas with my peers influences my career choice"

44
(Mean = 2.0403), indicating some degree of peer influence. However, the lowest agreement was

with "My friends make a mockery of my career choice" (Mean = 1.8629), reflecting minimal

negative peer influence.

The findings showed that, respondents slightly disagreed with statements regarding teacher

influence, with an overall mean of 2.1661. The highest agreement was with "My teachers

consider my strengths and weaknesses in choosing a career" (Mean = 2.4556), while the lowest

was with "My teachers speak negatively about certain careers I show interest in" (Mean =

1.7621).

Conclusions

From the findings, it is concluded that factors contributing to students in the Winneba Senior

High school career choice are multi-faceted and complex indicating family, peers, and teachers

exert a slightly moderate influence on students' career choices. However, students do not heavily

rely on these external factors, indicating a balanced approach to decision-making. The

respondents' ability to make autonomous career decisions suggests that they prioritize their own

interests, skills, and goals over external influences. Despite maintaining autonomy, students

appreciate support and guidance from family and teachers, indicating the importance of these

relationships in the career decision-making process. Peers have a relatively minor influence on

career choices, suggesting that students do not heavily consider their peers' opinions when

making career-related decisions. Career decisions are influenced by a combination of factors,

including family, peers, teachers, and personal interests. This highlights the complexity of the

career decision-making process, which requires careful consideration of multiple contextual

factors. The findings have implications for career guidance and counselling practices, suggesting

45
the need to consider individual differences and contextual factors, while encouraging autonomy

and self-directed decision-making.

Recommendations

Based on the findings and conclusions of the study, the following are recommended:

1. Parents and guardians should foster a supportive family environment by encouraging and

providing emotional support and guidance to students in their career decision-making

process. Families should be aware that students value their support, but also prioritize

autonomy in career choices. Family members can play a crucial role in facilitating career

exploration and providing resources, rather than making decisions on behalf of the student.

2. Also, students should leverage on Peer Influence through Career Development Programs to

design career development programs that encourage peer-to-peer discussions and idea-

sharing, capitalizing on the moderate influence of peers on career choices. Implement peer

mentoring systems to facilitate career exploration and support. By leveraging positive peer

influence, educators can create a supportive community that fosters career growth and

development.

3. Finally, to enhance Teacher Support and Guidance providing teachers with training and

resources to effectively support students' career development, recognizing their significant

influence on career aspirations. Encourage teachers to consider students' strengths,

weaknesses, and interests when guiding career choices. Teachers should strive to create a

positive and inclusive learning environment, avoiding negative feedback that may discourage

students from pursuing certain careers.

Implications for Counselling

46
1. Counsellors should prioritize autonomy support when working with students, acknowledging

their desire for independence in career decision-making. Use person-cantered approaches that

empower students to take ownership of their career choices. Encourage self-reflection,

exploration, and decision-making strategies to foster autonomy and self-efficacy. Counsellors

can work with families and teachers to provide a supportive environment for career

development. Encourage families to offer emotional support and guidance, while respecting

students' autonomy.

2. Counsellors should be aware of the potential impact of peer influence on career choices,

particularly negative feedback or mockery. Use strategies to help students manage social

pressures and develop resilience in the face of criticism. Foster a positive and inclusive

school culture that promotes career exploration and diversity, reducing the influence of

negative peer feedback.

3. Additionally, to collaborate with teachers to provide career guidance and resources,

highlighting their significant influence on career aspirations.

Suggestions for Future Research

The following are recommended for future research.

1. The study should be conducted in the other remaining parts of Ghana so as to have a

nationwide representation.

2. Future studies should make use of qualitative methods in determining the career choice

among students of Winneba Senior High School in the Central Region of Ghana.

3. To consider conducting longitudinal research to explore how career influences and decisions

evolve over time.

47
4. To consider developing and evaluating career guidance and counselling intervention programs

for amendments to suit into the ever-changing job market.

5. Another area for future research is to investigate the impact of technology, such as online

resources and social media, on career decision-making.

6. To Conduct cross-cultural and international research to gain a global perspective on career

influences and decisions.

7. To explore the impact of peer mentoring programs on career development and decision-

making.

References

Ackah, C., & Agyekum, C. A. (2023). The role of family in career decision-making processes of

senior high school students in Ghana. International Journal of Educational

Development Using Information and Communication Technology (IJEDICT),

18(2), 257-270.

Adom, D., Opoku, E. Y., & Pimpong, S. (2023). Factors influencing career choices among senior

high school students in Ghana. Journal of Educational Research and Practice,

13(1), 73-89.

Adu-Twumasi, Y., Avogo, G. A., & Boateng, A. Y. (2022). The effects of limited educational

resources on career aspirations and youth unemployment in sub-Saharan Africa.

Journal of African Development, 24(2), 123-141.

48
Alhassan, F., Danquah, S. A., & Baffoe, M. (2022). Teachers’ role in shaping career choices:

Insights from Ghanaian Senior High Schools. African Journal of Career

Development, 4(1), 45-58.

Ali, A., & Aleem, M. (2023). Understanding career choice motivations: A review of

contemporary literature. Education and Training, 65(3), 361-374.

https://doi.org/10.1108/ET-06-2022-0224

Alika, H. I. (2012). The influence of family on career choice among university students in

Nigeria. Journal of Career Development, 39(5), 431-446.

Ampofo, A. A., & Okolie, U. C. (2020). Gender, culture, and career aspirations in Ghana.

International Journal of Educational Development, 72, 102154.

Amponsah, A. K., & Donkor, D. A. (2022). Academic achievement and career choices among

Ghanaian students: A correlation study. Journal of African Education, 3(2), 89-

105. https://doi.org/10.1177/07399863221026834

Boateng, P. O., Owusu, A., & Amoako, P. (2023). Intrinsic motivation and career choice among

high school students in Ghana. Journal of Career Assessment, 32(1), 15-28.

https://doi.org/10.1177/10690727221030531

Blandford, R. (2020). Career guidance in schools: A review of the literature. Journal of Career

Development, 47(1), 35-50.

Bowen, M. (2020). Family systems theory: Contributions to the understanding of human

behavior. Journal of Family Therapy, 42(1), 85-102.

Bridi, R. M., Anker, E. A., & Bleiklie, I. (2021). Parental influence on career choice: A cross-

national comparison. Journal of Career Development, 48(4), 311-324.

https://doi.org/10.1177/0894845320987861

49
Carlson, B. D., & Bauman, S. J. (2022). Unintentional sexism in STEM: Gender stereotypes and

the leaky pipeline. Sex Roles, 86(5-6), 401-415.

Chen, Y., et al. (2021). The role of similarity in social relationships: A systematic review.

Journal of Social and Personal Relationships, 38(1), 3-25.

Creswell, J. W. (2022). Research design: Qualitative, quantitative, and mixed methods approach.

Sage Publications.

Dlamini, S., & Femi, B. (2021). The relationship between academic performance and career

choices among secondary school students in Nigeria. African Journal of

Education, 13(1), 67-80. https://doi.org/10.1016/j.aje.2021.10.005

Fan, W., Cheung, F. M., Leung, K., & Wong, D. (2020). Socio-economic background and career

choice: A study of Hong Kong students. Career Development Quarterly, 69(1),

25-39. https://doi.org/10.1002/cdq.12238

Feng, B., & MacGeorge, E. L. (2021). Peer influence on career decision-making: A social

perspective. Journal of Applied Social Psychology, 51(6), 499-513.

Fletcher, J. M., & Wolfe, B. L. (2020). Parental influence on adolescent career choices: A study

of family dynamics. Review of Educational Research, 90(4), 541-571.

Gao, J. (2009). Career guidance in Chinese universities: A survey of current developments.

Journal of Career Development, 36(1), 35-50.

Gao, X., & Zhong, L. (2022). The role of role models in shaping career aspirations: Evidence

from Chinese adolescents. Asian Journal of Social Science, 50(4), 458-471.

https://doi.org/10.1163/15685314-05004004

Gilliland, S. E., & Dunn, J. (2020). Similarity in personality and interests: A predictor of close

friendships. Journal of Personality and Social Psychology, 119(1), 151-166.

50
Güneri, O. Y., Cabrera, A. F., & Güneri, S. (2020). The diminishing role of peer influence on

career choices in adolescence. Journal of Youth and Adolescence, 49(9), 1841-

1853.

Gyamfi, E. (2020). Teachers' role in career guidance in Ghana. Journal of Educational Research,

35(3), 45-58.

Hampton, G. (2022). The impact of career guidance on student career aspirations: A systematic

review. Journal of Career Development, 49(1), 53-68.

Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2021). The role of teachers in

shaping students' career aspirations: A social cognitive perspective. Educational

Psychology Review, 33(2), 555-582.

Hotchkiss, L., & Sacks, P. (2022). Navigating the maze: How school counselors can support

students from underserved communities in career planning. Journal of School

Counseling, 16(2), 1-17.

Hossler, D., & Scalese-Love, P. (2020). The role of parental expectation in college attendance.

Journal of Higher Education, 91(1), 34-50.

Johnson, B. (2021). Educational research: Quantitative, qualitative, and mixed approaches. Sage

Publications.

Kern, H. (2020). The impact of family support on career decision-making. Journal of Career

Development, 47(1), 51-65.

Klohnen, E. C., & Mendelssohn, G. A. (2020). The effects of similarity on relationship

satisfaction. Journal of Social and Personal Relationships, 37(1), 34-50.

Kwadzo, G. T., & Kuadzigbor, E. (2021). The impact of gender and cultural values on career

51
 choices among university students in Ghana. Journal of Career Development,

48(5), 407-424.

Lee, S., et al. (2020). Similarity attraction in social relationships: A meta-analytic review.

Psychological Bulletin, 146(1), 1-23.

Leavy, P. (2020). Research design: Quantitative, qualitative, and mixed methods approach.

Guilford Press.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of

career and academic interest, choice, and performance. Journal of Vocational

Behavior, 45(1), 79-122.

Lent, R. W., Wang, J., Morris, T. R., & Ireland, G. W. (2021). Course preferences and career

aspirations in adolescents: A social cognitive career theory perspective. Journal

of Career Assessment, 29(4), 617-631.

Li, Y., Wu, C., & Yang, H. (2023). Family influence on career choice: A meta-analysis of the

mediating role of career decision-making self-efficacy. Journal of Vocational

Behavior, 144, Article 103750. https://doi.org/10.1016/j.jvb.2023.103750

Marshall, C. (2020). Designing qualitative research. Sage Publications.

McCarthy, J., Pretty, G., & McCarthy, R. (2020). The impact of career guidance on student

career aspirations: A systematic review. Journal of Career Development, 47(3),

259-276.

Mensah, K. A., Osei, Y., & Appiah, J. (2023). Peer influence and career aspirations: A study

52
 UNIVERSITY OF EDUCATION, WINNEBA
DEPARTMENT OF COUNSELLING PSYCHOLOGY

Questionnaire for Participants

The researchers are students conducting a study on the topic: “Determinants of Prospective
Career Choice among Students of Winneba Senior High School”. Please read through the items
and respond as frankly and objectively as possible. There are no wrong answers. Your responses
would be treated confidentially and will be used solely for academic purpose. Thank you for
sacrificing your time to be part of this study.

Directions
Please indicate your choice by ticking (√) or writing your response where necessary.
SECTION [A]
BACKGROUND INFORMATION
1. Course ……………………………………….
2.Gender: Male [ ] Female [ ]
3.Age: …….
Please, indicate the extent to which you agree with the determinants of career choice by using SA
means Strongly Agree, A means Agree, D is Disagree, SD means Strongly Disagree.

53
SD-1 D-2 A-3 SA-4
SECTION [B] PARENTS/FAMILY/RELATIVES
STATEMENT SD D A SA

1.My career choices are influence by my family and relatives.

2.My parents/relatives took the same career that I would pursue
3.My family will give me support on the chosen career
4.I believe they are those who are responsible to choose a career for
me since they know best
5.The success of my relatives in similar career path will influence
my career choice
6. My parents choose my senior high school subjects
7. My parents occupation determine my choice of career
8. Education status of my parents can affect my carrier choice
9. My career Choice is what my parents can afford
10. My parents always force me to follow their preferred career they
choose for me
SECTION[C] PEERS
11.My career choices are influence by my friends
12My friends’ choice of school affects my decisions in choosing a
course
13.Opinions from my peers affect my career choice
14.Exchanging ideas with my peers influence my career choice
15.I am afraid of making career choice decisions due to peer
rejection
16.My friends prefer careers that are high paying
17.My friends make mockery of my choice of career
18.My friends encourage me to choose a particular career because
of prestige around it
19.I intend changing my course to that of my friends’
20.My friends often speak negative words against some career
options which I prefer

SECTION [D] TEACHERS

21.My teachers have been the greatest influence in my career choice
22.My teachers personality affect me on my career choice
23.My teachers give regular guidance on the kind of career I should
choose
24.My teachers take into consideration my interest before I choose a
particular career
25.My teachers consider my strengths and weaknesses in choosing a
career

54
 26.My teachers expect me to choose a career base on their advice
27.My teachers advised me to change my course of study to suit my
career choice
28.My teachers speak negative about some certain careers I showed
interest
29.I expect my teachers to choose the ideal career for me since they
know my academic performance
30.I feel without my teachers, I cannot make any better career
choice
`

55