1- PhD student, Department of Educational Management, Ga.C., Islamic Azad University, Garmsar, Iran
2- Department of Educational Management, Ga.C., Islamic Azad University, Garmsar, Iran ,ahmadif@iau.ac.ir
3- Department of Educational Management, Ga.C., Islamic Azad University, Garmsar, Iran
2- Department of Educational Management, Ga.C., Islamic Azad University, Garmsar, Iran ,
3- Department of Educational Management, Ga.C., Islamic Azad University, Garmsar, Iran
Abstract: (19 Views)
Objective: This study aimed to identify and validate a model of key drivers of academic and career guidance among secondary school students in Tehran Province, providing a scientific framework to improve guidance policies and programs within the education system.
Methods: This applied study employed a mixed-methods (qualitative–quantitative) design. In the qualitative phase, data were collected through document analysis and semi-structured interviews with 24 university experts and Ministry of Education specialists selected via snowball sampling until theoretical saturation was reached.
In the quantitative phase, the population included principals, vice-principals, and academic counselors of upper secondary schools in Tehran Province (N = 1,120). Using Cochran’s formula, 286 participants were selected through proportional stratified random sampling. Data were gathered using a researcher-developed questionnaire and analyzed through confirmatory factor analysis (CFA).
Results: Qualitative analysis identified 5 overarching themes, 16 organizing themes, and 74 basic themes underlying the academic and career guidance drivers’ model, including individual, environmental, human, structural, and curriculum-related empowerment factors. CFA results confirmed the statistical significance of all model components, and model fit indices demonstrated satisfactory validity.
Conclusions: The findings suggest that revising policies, curriculum content, educational resources, and assessment methods can enhance students’ awareness of academic fields and related careers, supporting more informed academic and career decision-making.
Methods: This applied study employed a mixed-methods (qualitative–quantitative) design. In the qualitative phase, data were collected through document analysis and semi-structured interviews with 24 university experts and Ministry of Education specialists selected via snowball sampling until theoretical saturation was reached.
In the quantitative phase, the population included principals, vice-principals, and academic counselors of upper secondary schools in Tehran Province (N = 1,120). Using Cochran’s formula, 286 participants were selected through proportional stratified random sampling. Data were gathered using a researcher-developed questionnaire and analyzed through confirmatory factor analysis (CFA).
Results: Qualitative analysis identified 5 overarching themes, 16 organizing themes, and 74 basic themes underlying the academic and career guidance drivers’ model, including individual, environmental, human, structural, and curriculum-related empowerment factors. CFA results confirmed the statistical significance of all model components, and model fit indices demonstrated satisfactory validity.
Conclusions: The findings suggest that revising policies, curriculum content, educational resources, and assessment methods can enhance students’ awareness of academic fields and related careers, supporting more informed academic and career decision-making.
Keywords: Model validation, Academic guidance drivers, Career guidance drivers, Secondary schools, Education system
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