The Impact of Career Guidance on Career Choices of Grade 12 Learners: A Case Study of Vhuronga 1 Circuit,

Abstract

This lack of structured career guidance also contributes to academic challenges for first-generation students in higher education. Poor performance in their first year may result in them switching courses or, in some cases, dropping out entirely. The study explored how career guidance affects the career choices of Grade 12 learners in Vhuronga 1 Circuit. It focused on seven secondary schools in Vhuronga 1 Circuit in Limpopo Province, South Africa. The study draws from the Theory of Career choice which suggests that individuals’ abilities can be measured and matched with suitable careers. The study followed the positivist paradigm, which assumes that reality is objective and can be identified and measured. A descriptive research design was used, with a quantitative approach. Data was collected through questionnaires from teachers, Grade 12 learners, and school principals in Vhuronga 1 Circuit. The study used non-probability sampling, specifically purposive sampling, to select 151 respondents based on the researchers’ judgment and their availability. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 25.0. The study found that while most schools offer career guidance, 60.3% of learners receive it only once per term, limiting its impact. Teachers' confidence and training levels varied, with 34.78% rating their confidence as average. Only 40.43% of teachers viewed the programmes as effective, highlighting the need for improved structure and support. The results provide insights into the current state of career guidance and its impact on learners’ career decisions. While career guidance programmes exist, they are often inconsistent and lack sufficient resources, making them less effective. The study emphasises the need for comprehensive and consistent career guidance programmes that are accessible to all learners, regardless of their socio-economic background. The study recommends enhancing career guidance in secondary schools by improving teacher training, establishing regular programme assessments, allocating sufficient resources, involving the community, and strengthening policy implementation to ensure consistent and effective support for learners’ career development.