The development of work self-efficacy in people with life-long physical disabilities was investigated using qualitative methods. A series of three semi-structured interviews were conducted with a purposive sample of three participants between the ages of 23 and 44. Research participants included two males with cerebral palsy and a female with rheumatoid arthritis. Developmental comparisons were made between the two participants that grew up expecting to go to work as adults and the one participant who did not. All of the participants were working at the time of the interviews. Each of the semi-structured interviews focused on a separate topic: (1) the childhood developmental events that contributed to their becoming adult workers, (2) how these events contributed to their work self-efficacy, and (3) how they described their work self-efficacy. Qualitative analysis of the interview data was guided by Bandura's (1997) social cognitive theory and Lent and Brown's (1996) social cognitive career theory. Results indicate that the mastery experiences of performing household chores, vicarious learning acquired by having working parents as role models, and verbal persuasion in the form of parental encouragement and teacher support all contributed positively to the participants' sense of work self-efficacy. The most common inhibitors of work self-efficacy were parental overprotection, negative school experiences related to being placed in special education, and having people with disabilities as poor role models for working. How the participants cognitively processed developmental experiences also played a role in work self-efficacy development, as they each described actively resisting inhibiting events and readily accepting positive events. A model of work self-efficacy development is proposed that shows that children with disabilities need support for their future work goals in order for the formation of outcome expectations of working as adults. Finally, 12 characteristics of work self-efficacy were identified in the areas of work cognitions (intrinsic rewards, self-confidence, service-orientation, and job-specific knowledge), work behaviors (maintaining a schedule, possessing the physical ability to do essential tasks, possessing required job skills, and ability to meet job performance requirements), and socio-environmental supports (social support from family and loved ones, customer or client positive feedback, coworker support, and supervisor support).

Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the “inability to select a university major or occupation” (Borgen & Hiebert, 2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined.

Unemployment is on the rise in South Africa. Learners who attend special schools are marginalised in the labour market. As an educator in a special-needs school (‘special school’), I noticed many learners returning to school to ask for my assistance to find them jobs. This inspired me to ask: to what extent does the special school that they attended prepare its learners for adulthood? What were the learners’ experiences and how did the curriculum prepare them for work and socialising? In order to answer this question, I used a case study methodology within an interpretative paradigm using semi-structured interviews with three educators and 17 former learners of a special school which is referred to as School X. The study was analysed through a theoretical framework that explored medical and social models of disability, curriculum (especially the enacted curriculum) and transformative learning. The analysis revealed that the learners’ transition to adulthood was problematic. They experienced their schooling and subsequent employment prospects predominantly through a medical model of disability which labelled and defined them, rather than environmental factors, as the problem. This was evident in the enacted curriculum in terms of content and educator responses, though there were some exceptions. Their social life rarely developed beyond family connections. Their experiences of contributing to transformative learning were often negative in that raised vocational prospects on entry to the school resulted in disillusionment by the time they left. Again there were exceptions, however, as some former learners highlighted individual educator efforts to positively reinforce their self-esteem and thus keep their hopes up for a brighter future. Recommendations are made for special schools to have a more appropriately designed curriculum that meets learners’ context specific needs. This curriculum both for the technical and the academic learning areas must work in conjunction with work programmes followed by industry so that these learners can fit into the work programme when seeking employment. Lessons must be designed taking the learners’ learning pace into consideration. Society, and prospective employers in particular, must be conscientised about the merits of the school and special schools in general. It is recommended that there be integration between special schools and industry, and other mainstream schools. This would make people aware of the capabilities of learners with special needs and highlight the fact that they have a place and an equal chance in society. The teachers who are involved with special education should have the appropriate training so as to be able to understand the nature of these learners and deal with them in an appropriate manner. Their training should be constantly upgraded in order to keep abreast with the latest demands of industry and employment agencies. Post-school follow-up support must be made available to former learners to offer them career guidance and to afford them the opportunity to brush up on their technical skills and familiarise themselves with the latest trends in industry. All stereotyped thinking must be removed from the school, starting with co-ed workshops rather than separate workshops for boys and girls. This would help to remove the one aspect of negativity that appears within the hidden curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Everyday and in all facets of industry some people are motivated to seek promotion. The reasons behind this motivation to succeed are vague and very little information exists to explain why people seek promotion. It was on this basis that this study was undertaken; to add to knowledge of what motivates people to seek promotion. The common thought or belief is that people seek promotion so as to earn more and to increase their living standards and to be financially “better off” than their current circumstances. However, this study has shown that not to be the case. People are not only driven by financial gains but instead have a deeper desire to succeed. A probability sample of 123 was drawn from people who work within industry and hold various positions from senior management to those at the bottom of the organisational hierarchy. The sample was made up of 43.9% in management, 29.27% in administrative positions, and 26.83% working within the factory environment. The gender making up this sample was 21.95% female and 78.05% male. The majority of the data collected was through an online survey web page and the balance through respondents completing a paper based questionnaire. Statistical analysis software called SPSS was used to subject the data collected to statistical scrutiny. The salient feature of this study is that people displayed high levels of confidence in either being a manager or belief that they would do well as a manager. The study also shows that people are not motivated through financial rewards as a precursor for promotion, but instead seek promotion to better their non-financial lives. Personal satisfaction, job satisfaction and the desire for a challenge are the main factors for promotional desires. This dissertation has added to knowledge of what motivates people to seek promotion. The information can be used by organisations to assess their staff for promotional abilities and gives a broader understanding of why their people seek promotion. / Thesis (MBA)-University of KwaZulu-Natal, 2009.

Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the inability to select a university major or occupation (Borgen & Hiebert, 2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined. / Magister Commercii (Industrial Psychology) - MCom(IPS)

Responses of employees completing a career counseling program (n = 95) were collected to answer research questions about participant expectations and outcomes of the counseling program. The career counseling program was provided to management and non-management employees throughout the state of Indiana by an Indiana based communication company. During the first year, 202 employees completed the career counseling program. These employees were mailed a 19 item, researcher developed, survey instrument. The reported data were collected from 95 surveys (47%) that were returned.The purpose of the career counseling program was to assist current employees of the organization in establishing career and educational goals to better cope with a changing work environment. Research questions studied were (1) In what ways did the career counseling program help shape the career plans and goals of the participating employees, (2) In what ways were employees who completed career counseling making observable progress toward exploring and implementing career goals, (3) In what ways did career counseling successfully meet the initial counseling objectives of the participants, and (4) In what ways did the career counseling program meet the original expectations of the sponsoring organization.Response data indicated that meeting with trained career counselors and reviewing a LIFEPLAN career assessment instrument ranked as the top two activities helping to shape career plans and goals of program participants. Observable progress toward established goals was reported by 95% of the counseling participants enrolling in some type of educational program after completing the counseling program. Successful accomplishment of initial counseling objectives of the participants was reported by 73% of the counseling participants. They reported increased confidence in their career decisions and in their actions as a result of participating in the counseling program.Evidence from the data indicated that an individual meeting with a trained career counselor was the most often reported counseling activity assisting employees to better understand their career and educational goals. Data also indicated the career counseling program was meeting many of the initial counseling expectations reported by participating employees.Questions to be reviewed in future career counseling programs for employees are also presented. / Department of Educational Leadership

Based on Super's (1990) developmental model of career development and Spence and Helmreich's (1978) gender identity theory, this study examined the relationship between the gender-related traits of instrumentality and expressiveness and women's preferences for multiple life-career roles. Super (1990) suggested that a career, as represented by the major life roles of student, worker, citizen, homemaker, and leisurite, is influenced by sex role stereotyping and individual differences. It was hypothesized in this project that gender role orientation (levels of instrumentality and expressiveness) would have an effect on women's role preferences.Adult women (N = 100) from three medium-sized midwestern communities were recruited from churches and community sororities. The women ranged in age from 20 to 82, with a mean age of 44.8 years. A response rate of 53%% was obtained. Role preferences, as expressed by women's participation, commitment, and value expectations, were measured by Nevill and Super's (1986) Salience Inventory (SI). Gender role orientation was assessed by Spence and Helmreich's (1974) Personal Attributes Questionnaire (PAQ). Scores on the PAQ were grouped into the categories ofandrogynous, instrumental, expressiveness, and undifferentiated by the median split technique. A demographic questionnaire was also administered.The demographic variables were grouped conceptually into five categories: personal, occupational, role satisfaction, parental influence, and spousal support for the purpose of preliminary analyses. Results of these analyses (Pearson Productmoment correlations, canonical correlations, and discriminant function analyses) revealed that personal and role satisfaction variables may moderate women's gender role orientation and role preferences. The main analyses were then conducted with three separate between-subjects MANOVAs. Although the results of the MANOVAs involving women's participation and commitment to multiple life-career roles were nonsignificant, another MANOVA involving women's value expectations was significant. Post-hoc procedures indicated that androgynous women had greater expectations of achieving their values in their work role than did instrumental women. It was also found that androgynous women had higher value expectations in the community and home roles than did undifferentiated women.A number of theoretical, empirical, and counseling implications were discussed. Limitations of the study were discussed in terms of the sample characteristics and the statistics employed. / Department of Counseling Psychology and Guidance Services

The literature on female superintendents addresses both barriers and perceived characteristics and actions that facilitate career development. However, relatively little empirical evidence exists to verify the experiences of women who have reached this top-level position. This study examined the experiences and perceptions of females who were employed as school superintendents in Indiana during the 1996-97 school year.The population consisted of 15 females, 13 of whom (87%) agreed to participate. The purposes of the study were to determine (a) the population's demographic profile, (b) the extent to which common career barriers were experienced, (c) perceptions of the perceived difficulty associated with common barriers, (d) perceptions of positive characteristics, and (e) perceptions of positive career actions.The demographic profile indicates that these superintendents were highly qualified; 12 of the 13 had earned doctorates, and most had substantial experience as teachers and administrators prior to entering the superintendency. Not all attributed career planning to their success; some obtained their positions either because they were encouraged to become applicants or because they were given internal promotions.Findings indicated that three females had not encountered any barriers; three of the eight barriers were not encountered by any participants. No barriers were experienced by more than half of the population. Family responsibilities (cited by 46%) and gender discrimination (cited by 38%) were the most commonly cited. These barriers were also viewed as the most difficult; however, the effects of gender discrimination were seen as severe whereas the effects of family responsibilities were viewed as modest.Many characteristics and actions deemed positive in the literature were perceived to have been beneficial to the respondents' careers. All identified human interaction skills, effective leadership, quality of administrative experience, and self-confidence as highly important characteristics. All identified gaining visibility within the profession and gaining the support of family and friends as extremely influential tactics.Two distinct views of career development were identified: reliance on mentors and working within the system; reliance on independence, hard work, and tenacity. Respondents believed that they had to have better qualifications than their male counterparts to reach the superintendency.Recommendations for further study are included. / Department of Educational Leadership

Gottfredson's theory of circumscription and compromise provides a framework for the application of a cognitive perspective in redefining the integration of career development and choice. A schematic reconceptualization of Gottfredson's theory was proposed to reconcile the conflicting findings of the circumscription and compromise process. The current methods in measuring circumscription and compromise, however, were not adequate to measure them schematically. So the purpose of the present study was to develop a schema-based vocational scale to measure Gottfredson's compromise process.Two goals guided the development of the Vocational Schema Compromise Scale (VSCS), the establishment of an acceptable level of reliability and the establishment of construct validity. Goal 2, the establishment of construct validity, included the following four hypotheses: Hypothesis 1 - four factors similar to Gottfredson's dimensions, masculine and feminine sex type, prestige, and interest, would emerge from factor analyses; Hypothesis 2 - the VSCS would have convergent validity with another career measure, the Vocational Preference Inventory (VPI); Hypothesis 3 - the VSCS would have discriminant validity with a generalized locus of control measure; and hypothesis 4 - the VSCS was not a measure of socially desirable responding.Eight hundred and eighty-two undergraduate male and female students participated in the study. The findings of the study indicated that the goals of the study were partially accomplished and two of the four hypotheses were supported. For goal 1, reliability was establishedat an acceptable level on 11 of the 12 VSCS subscales. For goal 2, construct validity was partially accomplished. Hypothesis 1 was partially supported; internal construct validity was established for two of the three VSCS scales with four factors emerging on each scale. Hypothesis 2 was not supported; there was only a small relationship between the VSCS and the VPI, indicating that the VSCS may not really be measuring the dimensions of sex type, prestige, and interest or may be measuring them differently than the VPI. Hypothesis 3 was supported; the VSCS did not measure a generalized locus of control. Hypothesis 4 was also supported; the VSCS did not substantially measure social desirability. Limitations and implications for future research of the VSCS are discussed. / Department of Counseling Psychology and Guidance Services

This research study, based on 15 research questions, described demographic information, career patterns and career goals of 156 of Indiana's public school curriculum leaders. The two most common titles for curriculum leaders were curriculum director and assistant superintendent for curriculum and instruction. Significant associations were found in three areas: respondents with the highest degrees and those who had moved to the curriculum director's position from specific educational professions identified certain career goals; curriculum directors who planned to retire from their current positions chose curriculum as their ultimate career goal. Comparisons to Malone's (1999) study of Indiana's superintendents were included. Curriculum directors were evenly divided men and women, were 96% Caucasian, had a mean age of 51 years, and represented all sizes of school districts. / Department of Educational Leadership