The role of life orientation teachers in the career construction of youth in Gauteng, South Africa

Abstract

One of the duties of schools is to support learners to finish high school prepared to pursue at least one career path. This research examined the pedagogical part played by the Life Orientation (LO) teachers when guiding the youth in the career construction process at a high school in the Gauteng Province in South Africa. The aim was to find ways to support LO teachers to create a conducive school environment where young people can properly construct the right path for their intended career choices. In this study, convenient and purposive sampling was used to select a school, LO teachers and learners as informants. Although these informants were key, this study was strengthened by the participation of the provincial coordinator, subject advisors from two different districts, the School Management Team (SMT), and parents. A qualitative-focused ethnographic approach that embraced the constructivist view was used, which enabled a holistic and in-depth understanding of the career construction process. Data gathering methods included both non-participant and participant observations, field notes and interviews. Semi-structured individual and focus group interviews were conducted. The collected data were analysed using thematic analysis. Findings suggested that some Grade 9 learners were able to properly construct careers with or without the support of LO teachers. While this was the case for some learners, some learners were not even fully cognisant that they had to finish school prepared to pursue at least one career path. The findings identified structural and local practices in the school environment that seem to impede the effective discharge of career construction activities in schools; that support and prepare learners to build their intended career paths that contribute meaningfully to the economy and help to foster social inclusion. This study, therefore, proposed as a recommendation the School Career Construction Framework so that learners could be guided properly when constructing careers and leave high school or secondary school at least with one career path.