Factors Influencing Career Choice Among the Senior High School

A thesis in the incision of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of alum Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil pleader & Counselling) degree JULY, 2011 DECLARATION STUDENTS DECLARATION I, DANIEL KWASI GAMELI AVUGLA decl ar that this Thesis, with the exception of quotations and confabulateences contained in published hold outs which have each(prenominal) being determine and duly acknow conductged, is entirely my witness original spend a penny, and it has non been submitted, either in part or whole for an separate degree elsew here(predicate)SIGNATURE ..DATE ..SUPERVISORS DECLARATIONI hereby decl ar that the preparation and presentation of this turn tail was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba.NAME OF SUPERVISOR ..SIGNATURE ..DATE .DEDICATIONI dedicate this tap to my de atomic number 18st wife Rose and children Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that square off calling superior among the senior in high spirits school students in the in the south Tongu District of Volta Region, Ghana, and the extent to which those factors run students survival of the fittest.Survey design was used. The main instrument used for info collection was questionnaire. Simple random stress techniques was used to select cc students, and convenient take in techniques used to select three administrators and three steer period and commission coordinators for the report card from the three public warrant cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established employ factor analysis and reliability using Cronbachs alpha.The results of the main hypothesis and the research questions postulated for th e nurture revealed that Intrinsic factors reliably predicted biography extract suggesting that Extrinsic factors and loving factors are not signifi usher outt predictors when the effects of Extrinsic factors and intersomebodyal factors are controlled for. This assists students learn astir(predicate) and explore gos that ultimately lead to locomote survival. This played a critical character reference in shaping students race choice.It was recommended that life story Education and Guidance should be introduced in the primary school to enable children to explore the creative activity of campaign as young people need to take hold a smooth transition from primary school to the initial years of senior high school and the Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the counseling coordinators to function effectively at their various takes of work.ACKNOWLEDGEMENTI am most grate ful to the Almighty God for His loving care and mercy which has do it possible for me to have sex this work. I excessively wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their consume assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who a llowed me to use his office during the period.Finally I wish to express my gratitude to all those who service of subroutine in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psychology and Education who takes his time to see to it that the necessary corrections were carried out.TABLE OF CONTENT CONTENT PAGEDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Signifi ceasece of the Study 6 1. 7Delimitation 7 1. 8 comment of Terms 7 1. Organisation of the Study 8CHAPTER TWO REVIEW OF link LITERATURE2. 1 Introduction 9 2. 2 Factors Influencing Vocational pick 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor guess/ Actuarial Theory of Career Development 20 2. 3. 2 Hollands Personality fibre Theory 23 2. . 3 Anne Roes Personality/ posit Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Supers Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Types of Career 41 2. Barriers to public life choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 speculative Framework of the Study 49 2. 8 Summary 57CHAPTER THREE METHODOLOGY3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and sampling Procedure 61 3. 5 Study area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of factors influencing students choice of travel questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66CHAPTER FOUR RESULTS67 4. 1Analysis of Students Bio Data 67 4. 1. 1 Sex scattering of Students 67 4. 1. jump on Distri saveion of Students 68 4. 1. 3 computer pro gramme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of appendage Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic and Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidance and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS88 5. 1 Discussion 88 5. . 1 The Extent to which Int rinsic Factors mold Students Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students Choice of Career91 5. 1. 4 Problems Students face in fashioning their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for except Studies 97 References 98 Appendix A- Factors influencing students choice of locomote questionnaire 105 Appendix B- Validated version of factors influencing students choice of course questionnaire 109 Appendix C- Open ended questionnaire for Guidance and Counselling Coordinators and Administrators 113 Appendix D- Population of final year students in the three public second cycle institutions for 2010/2011 academic Year. 117 Appendix E- Letter of Introduction 119LIST OF TABLESTable Page 2. Supers Vocational Developmental Tasks 34 2. 2 Jobs suitable and concerns to be avoided by unmarriedly dis reconcileion showcase 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and factor loadings for the four-factor principal comp iodinent resolution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of race choice (white- clerical collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4ANOVAshowing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Responde nts by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Guidance and Counselling Coordinator in their various institutions 78CHAPTER ONE INTRODUCTION1. 1 Background to the Study The importance of passage choice among senior high students cannot be over emphasized. Students at this level are generally adolescents who are moving from this stage of victimisation into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually in the midst of the ages of twelve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, both(prenominal)body in the period preceding adulthood somebody who has reached puberty but not yet adult. At this stage the item-by-item is say to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that terzetto of teenagers after finishing high school within six months expected to be at work, though know less somewhat how to need a job, train for it and establish in it. A job is a kind of work and a life history is time spent in one type of job area of chase (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a charge direction era shut up in senior high school.They are ofttimes influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncertainty of where to get help on how to drive a line of achievement. Since calling is a womb-to-tomb plan, students at this level should be assisted to enable them have a outdoors cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or do a finding about ones line of achievement and qualification a choic e is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about rushs when in high school. Some students may have clear career direction in mind while many an(prenominal) of them will have little clue as to which career is best for them.Fry et al, further said even if you are a freshman or sopho much, now is the time to begin thinking about your life beyond college p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and early(a)s. For many men and women, work helps define their identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the service they render. hoi polloi take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their s kills, talents and working hard to improve those skills. People work to be useful, by working people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other people in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the hazard to be with others and talk to people. It is clear that work fulfils many chief(prenominal) needs and even those who become rich overnight still work.Since no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is valuable to think carefully about ones own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupyi ng oneself. OToole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have amend mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better fleshly health and to live longer. Although diet, exercise, medical care and genetics are all affiliated to the incidence of heart disease, job dissatisfaction is more closely conjugated to the cause of death. Each individual is faced with choosing among the large areas of line of descental cluster of work.Such as agri socialisation, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construction, arts, kind-heartedity and sciences, home economics, merchandise and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and instruction services or activit ies in lower-ranking schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services.In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator Frank Parsons to assist young men make vocational choices found on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons ideas. Brewer (1942) cited in Archer (1997) put crosswise four conditions that work together to bring about the beginning and development of vocational guidance. These are division of labour, the growth of technology, the extension of vocational education, and the spread of young forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled man power.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three Rs reading, writing and arithmetical to agricultural and technical curriculum (Hama, 2003), guidance in Ghana started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its designate was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the untaught (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to choose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career counselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that absolute major(ip)ity of students were not aware of major occupation groups in Ghana, knowledge of readiness and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better understanding of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are p ursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior high students. 1. 3 Purpose of the StudyThe decide of this study is to identify those factors that influence students decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences betwixt intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students career (blue/white collar jobs) in the senior high schools.The quest supplementary hypotheses were also tested 1. There will be profound sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Questions The chase research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students choice of career? 2. To what extent do Extrinsic factors influence students choice of career? 3. To what extent do Interpersonal factors influence students choice of career? 4. What problems do students face in making their career choices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students tush most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influence career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District quite of looking at the country as a whole, whence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the object of this study the following operational definitions will be used Intrinsic factors include interest in the job and spirit that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features a s a result of the individuals associations or consequences.Interpersonal factors include the influence of parents and significant others. It is concerned or involved relationships mingled with people. Career is a pattern of work related to preparations and experiences which is carried through a persons life. Job is a piece of work carried out for a pay. Work physical and mental effort directed towards doing something. It is a job in the broader sense. Student refers to a learner in a senior high school. 1. 9 Organisation of the Study The whole study was organized in five main chapters.The source chapter deals with the background to the study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter re sucked related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary of the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of assemblage data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational gui dance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenced by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence peoples choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice intellectual ability, aptitudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influen ce peoples choice of career peoples interests, abilities and personalities, peoples occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researched on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and celestial latitude 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design apply was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and diffe rences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related career. However, the role of significant others and specific job-related factors is formalize in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their fathers occupation was agriculture-related. Parents level of education did not play a critical role in the respondents choosing an agriculture-related career. Salary was not considered to have an push on respondents choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents to choose other careers. Likewise, retirement plan and job opportu nities impacted respondents selection of a career.Issa and Nwalo (2005) conducted a research on factors touch the career choice of undergraduates in Nigerian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include parents/relations and peers. There are slightly more male librarianship students than female persons, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates i n Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programme be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke cogitate on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergraduates in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of capital of South Africa a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white stude nts at the University of Pretoria to identify the factors motivating Accountancy students to become rent accountants (CA) as only two and halve percent (609) of 24, 308 registered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Questionnaires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benef it of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were identified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researched into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.Th e themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a charrs choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences gendered career norms, social class economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation with respect to issues related to gender and IT. They also phase to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environ ment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Germantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outright disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students choice we re related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influential in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of give up career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools a case study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 respondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organise talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (2003) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and discipline experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate against effective guidance services and factors that facilitate the delivery of guidance services in schools. She used undecomposable random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. And they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher l ooked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils.The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that personality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, and target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted using descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance was reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject liaison exist oddly regarding the factors influencing career choice among senior high students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a s pecific problem (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a choice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation precaution Corps 4. Auxiliary Health Care Workers Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision ab out choice of career he must be helped in the areas below Self awareness Educational awareness Career awareness Career exploration, and Career planning and decision making (Gibson & Mitchell, 1995). Self awareness Each child must be aware of and respect his/her unequaledness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these concepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the innovation of work (g roup guidance, games related to hobbies and recreation, guided activities). Career awareness Students at all levels of education should be assisted to have a uninterrupted expansion of knowledge and awareness about the world of work. At each level students should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit responsibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility an d then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in ordinate to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be weaponed with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Supers Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called unified or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the indivi dual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that jibe with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamsons counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are 1) Every person has a unparalleled pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individuals potential 2) Every occupation is made up of factors required for the successful performance of that occupatio n.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below Miller a) Vocational development is a cognitive process b) Occupation is a single event choice is greatly stressed over development c) There is a single right occupation for everyone there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job one person- one job relationship e) Everyone has an occupational choice (http//faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b ) Occupation require that workers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http//faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true cerebrate in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became incr easingly unpopular in the 1970s, describe as going into incipient decline (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait-and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Hollands Vocational PersonalityJohn Hollands theory shows that there is a match between an individuals career choice and his or her personality and numerous variables that form their background (Zunker, 1990). harmonize to this theorist, once individuals find a career that fits their p ersonality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Hollands theory rests on four assumptions 1. In our culture, persons can be categorized as one of the following true to life(predicate), Investigative, Artistic, Social, Enterprising, and Conventional. 2.There are six modal environments realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. demeanor is determined by an interaction between personality and environment (Bedu-Addo, 2000). concord to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in projects which a llow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologist, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, research and the ch ance to explore a encompassing range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer system analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situa tions in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are understandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, war cry officer, attorney, sales representative, fitness instructor, cos metologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many people and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collecting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, estimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, tender statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Hollands work. John Holland created a hexagonal model that shows the relationship betwee n the personality types and environments. pic Figure 2. 1 Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts Congruence it refers to the degree of fit between an individuals personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. Vocational identity extent to which a person has a clear self perception of his or her characteristics and goals, and to the degree of stability which an occupational environment provides.Hollands theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individuals choice. It is therefore limited as far as the current researc h is concerned. 2. 3. 3 Anne Roes Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see ones need as the main determinant of the nature of an individuals interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy needs and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person) 2. Business contact (selling and supplying services) 3. Organisation (management in business, industry and government) 4.Technology (product maintenance, transportation of commodities ) 5. Outdoors (cultivating, preserving natural resources) 6. Science (scientific theory and its application) 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roes theory was based on Abraham Maslows hierarchy of needs stated in this order 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization