Since the beginning of 2000 the media have often referred to the decrease in the number of teachers in South Africa. In the light of the discrepancy between the supply and demand of teachers, I have explored some factors that possibly contribute to the career choice of teachers. I departed from a positivist as well as an interpretevist approach. The research included the implementation of a First-year Teacher Questionnaire. Some career development theories are discussed as the theoretical grounding for the career choice of first-year teaching students. First-year teaching students generally have a positive perception of teaching, based mainly on their belief that teaching offers ample opportunities for potential-facilitation, selffulfilment, self-discovery, as well as fringe benefits. It seems that where negative perceptions existed, they were based on observable hindrances and personal issues. My research complements the Social Cognitive Career Theory and confirms the concern for the fact that a relatively small percentage African language-speaking students, especially males, choose teaching as a field of study / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: This research study was done in order to get a better picture of the meaning that Grade 12 learners attach to the systemic influences with regard to their initial career choice. The researcher also inquired into the contribution that the subject Life Orientation plays in the Grade 12 learners' initial career choice. Since the start of the twentieth century career choice has been viewed as the most important decision in an individual's life. Post modern career theoreticians allege that the process of decision-making regarding a career is a constant one in which an individual must adapt to changes in the world of work throughout the course of his/her life. The individual is a system of intrapersonal variables which are constantly in interaction with the variables in his/her environment. Due to this interaction the Systems of Influence influences the individual in the making of his/her career choice during the whole course of his/her life. The Individual, Social and Environmental/Societal Systems of Influence also interact with one another. Since the circumstances of South Africans are so diverse, it is probable that learners from different circumstances will experience different influences when making career choices. It is necessary that these systems of influence must be examined so insight can be gained into the way learners make career choices. This information can help career counsellors and teachers to successfully assist learners when making career choices. The research was done at the hand of a qualitative study. Data was gathered by means of three data sources, namely focus group interviews, the drawing of lifelines and the completing of My Systems of Career Influences (MSCI) questionnaires. The responses gathered from the Grade 12 participants produced meaningful insights with regard to the role of systemic influences in the making of their initial career choices. The important impact of especially socio-economic restrictions, the lack of career information and the shortcomings in the presentation and implementing of the subject Life Orientation was pointed out by the participants. The findings of the study hold important implications for the implementing of the Life Orientation curriculum, especially in schools in low socio-economic communities. In these communities there are few information sources and little exposure and consequently learners often make uninformed and incorrect career choices. Since for many of these learners school is their only opportunity to get career education and guidance, it is necessary that the Life Orientation programme be presented in such a way that it will be meaningful to learners. In this study it was however revealed that the presentation of Life Orientation falls short of the mark. Recommendations for the use of the Systems Theory Framework (STR) of career development in Life Orientation programmes, as well as the presentation of subjects and subject information have been made.

The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001

The purpose of this study was to develop an economic career choice instrument for grade 121earners, which conforms with the requirements of cultural fairness, validity and reliability. The various facets of adolescent development were analysed from the literature. Self-knowledge (identity) and career knowledge were analysed from various theoretical perspectives. The various facets of adolescent development had a direct influence on the career choice of learners. These facets served as a basis for the development of the different sections for the career choice instrument. In the empirical study a survey was conducted involving 321 grade 12 learners randomly selected from secondary schools in the Potchefstroom region. These learners completed the newly developed instrument. The reliability of the career choice instrument was determined by using the Cronbach Alpha Coefficient. Factor analysis were used to determine the validity of each section of the instrument. In order to determine whether the career choice instrument was culturally fair, a series of one-way ANOVAS, followed by Tukey tests were performed, whereafter effect sizes were determined. In the study good reliability indices were obtained for all sections of the measuring instrument. The reliability indices obtained from the Cronbach Alpha Coefficients, coincided relatively well with the reliability indices obtained for the MB-10 (Meyer Interest Questionnaire), the Jung Personality questionnaire and the LISRES-Y. Concerning the cultural aspect, the different race groups, white, black and coloured learners, differed significantly in respect of social development and values. Recommendations for further research for the use of the instrument in teaching practice are formulated from the research results, in particular with reference to the designing of a career choice instrument. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2001

In a changing South Africa with a new education system, it has become necessary to determine the degree to which multicultural guidance is provided in secondary schools. The aim of the research was to: • Identify by means of a literature study, the principles of multicultural guidance in a number of countries abroad; • determine empirically, the degree to which the principles of guidance are applied in multicultural schools in the Gauteng Province. To this end concepts such as culture, ethnicity, race, racism, multicultural education, guidance and multicultural guidance had to be described. An historical approach to multicultural education and the research with regard to multicultural guidance were described at length. The development of school guidance in multicultural schools in South Africa was subsequently discussed in more detail, especially the implementation of an effective guidance programme in multicultural schools. An in-depth discussion with regard to the principles of guidance in general and of multicultural guidance in particular, as well as guidance in multicultural schools, were highlighted. An empirical investigation was done by means of frequency tables, correlation coefficients and factor analyses. These were subsequently interpreted: The most important finding was that multicultural guidance in secondary schools does not receive its due. Several deficiencies were identified in this regard. It is recommended that the Gauteng Education Department should pay specific attention to specialised training programmes in that province. The time has come that the Head of Department : Guidance/Guidance teacher should make certain theoretical as well as practical changes to guidance. Multicultural guidance should be ethically-founded. Multicultural perspectives should be built into education, and specifically into guidance programmes. Each person should realise that South Africa and especially education, are moving towards a multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998

In a changing South Africa with a new education system, it has become necessary to determine the degree to which multicultural guidance is provided in secondary schools. The aim of the research was to: • Identify by means of a literature study, the principles of multicultural guidance in a number of countries abroad; • determine empirically, the degree to which the principles of guidance are applied in multicultural schools in the Gauteng Province. To this end concepts such as culture, ethnicity, race, racism, multicultural education, guidance and multicultural guidance had to be described. An historical approach to multicultural education and the research with regard to multicultural guidance were described at length. The development of school guidance in multicultural schools in South Africa was subsequently discussed in more detail, especially the implementation of an effective guidance programme in multicultural schools. An in-depth discussion with regard to the principles of guidance in general and of multicultural guidance in particular, as well as guidance in multicultural schools, were highlighted. An empirical investigation was done by means of frequency tables, correlation coefficients and factor analyses. These were subsequently interpreted: The most important finding was that multicultural guidance in secondary schools does not receive its due. Several deficiencies were identified in this regard. It is recommended that the Gauteng Education Department should pay specific attention to specialised training programmes in that province. The time has come that the Head of Department : Guidance/Guidance teacher should make certain theoretical as well as practical changes to guidance. Multicultural guidance should be ethically-founded. Multicultural perspectives should be built into education, and specifically into guidance programmes. Each person should realise that South Africa and especially education, are moving towards a multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998

It has been determined who the adolescent in the Wolmer community is. An investigation into the adolescent’s relationship with the resources in this area was also done. It was determined that this community has a long history of poverty and that a large percentage of the families living here experience a variety of problems. We refer to them as multi-problem families. It has also been confirmed that social services by various organizations have been delivered on an ongoing base over the past eight years. From the literature we have learned that the use of resource’s aid programmes as means of social support, focusing on families, primary and secondary school learners, should have an impact on the future expectations of the children involved. The aim of this study was to determine what the perception of the grade seven learners of their future expectations was. From this it would then be possible to derive what recommendations should be made with regard to social work programmes for the parents and children in the Wolmer community. Socio-economic problems that are not addressed cause bad school performance and as a result of this children tend to leave school at an early age. Leaving school at an early age evidently leads to conflict with the police, imprisonment and alcohol and drug abuse. These aspects tend to be a part of the life in Wolmer and ultimately have an influence on the child attaining his or her goals as well as on his or her future expectations. These will have to be addressed by appropriate school programmes. The researcher’s knowledge of this community leads her to the conclusion that the absence of parenting by the parents of these children, their lack of involvement, lack of skill to equip their children adequately for life, their own lack of adequate knowledge as well as lack of a proper value system tends to play a huge part in the behaviour and perception of the adolescent of their own future expectation. In the Wolmer community children that are sometimes advised by their parents not to leave school at an early age, question this because of parents leaving school at an early age in order to co-provide for their families. In cases where children do not have the cognitive ability to change their surroundings, they tend to too fall back in the vicious circle known to them and the generations before them. The child must be motivated and idealistic and be able to make realistic decisions. Because of this it is of the utmost importance that children that do not have the ability with regard to the abovementioned are assisted in doing so. Also that aid programs in future be focused on this in order to empower the new generation. Parents have a huge influence on the choices made by their children. Regardless of social standing and ability adolescents usually have higher ideals for themselves when their parents motivate them as well as give recognition to good work. The researcher unfortunately came to realize that the assistance by their parents, are a very rare phenomenon in this community. Out of the two focus groups being held with the adolescents, it seemed a lack of interest by the parents, lack of information on higher education as well as little financial resources, have a huge impact and influence on the future expectation of the adolescent in Wolmer. It would be the ideal situation if adolescents chose a career that suited their abilities, interests and personality and that would promote a higher self-esteem. Because of their circumstances this is not always possible for the adolescents in this community. These happen in vary rare cases because the parent’s expectations for their children usually fit their expectations for themselves, which is usually very low. Peer group pressure and peer group acceptance have a huge impact on taking responsibility and on the making of choices. In order to have future success individuals can use their problem-solving abilities, mobilise their social support system and become involved in skills that will promote their social capability. The above mentioned should be actively addressed by social workers in the development of programs that focuses on social support, problem-solving skills, peer group acceptance, school involvement and socio-economic adaptation off adolescents in die Wolmer community. By determining the future expectations of the youth, programs for the empowerment of them can be implemented in order to assist the adolescents to break away from the vicious circle of poverty and to reach their ideals. The researcher is of the opinion that is has become of the utmost importance for the resources in this community, to assess their role presently in the promoting of future expectations and as an outcome of this the promotion of economic-self sustainability. / Dissertation (MSW) (Play Therapy))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted