The role of Life Orientation teachers in career development of Grade 11 learners at secondary schools in Gauteng East District

Abstract

Career development services support individuals as they grow and assist them in identifying their abilities and careers, however, many South African secondary school learners struggle to make informed career decisions due to limited career guidance and inadequate support from Life Orientation (LO) teachers. Learners in township schools continue to display uncertainty about subject choices and future careers, despite the inclusion of career guidance in the LO curriculum. This study investigated the role of Life Orientation teachers in the career development of Grade 11 learners at selected secondary schools in the Gauteng East District. The study adopted an interpretivist paradigm and employed a qualitative research approach using an exploratory case study design. The research sample comprised of four secondary schools, purposefully selected from the district. The participants were four LO teachers who were purposively chosen, and twenty-four Grade 11 learners (six per school, selected through simple random sampling) participated in focus-group discussions. Semi-structured individual interviews with teachers and focus-group discussions with learners were the primary data collection instruments. All interviews were conducted at the schools and audio-recorded, with consent, to ensure data accuracy. Data were analysed thematically by identifying recurring patterns and meanings emerging from participants’ experiences and views. The analysis revealed that while LO teachers play a significant role in facilitating learners’ career decision-making and subject selection, their efforts are often constrained by - limited resources, insufficient time allocation in the curriculum, inadequate training in career counselling, and lack of parental involvement. Learners were also found to make career decisions based on peer influence or parental pressure rather than personal interests and abilities. The study concluded that Life Orientation teachers are pivotal in shaping learners’ career development; however, the effectiveness of their role is hindered by systemic and contextual challenges. It is recommended that the Department of Basic Education - strengthen career guidance within the LO curriculum, provide specialised training for LO teachers, increase time allocation for career guidance, and promote parental participation through workshops and career awareness programmes. Future research should explore the impact of digital career guidance tools and community partnerships in enhancing learners’ career readiness.