Perceived Influence of Teachers’ Guidance on Student’s Choice of Advanced Level Subject Combinations in Public Secondary Schools in Mbeya District Council.

Mbuba, Aliko (2025) Perceived Influence of Teachers’ Guidance on Student’s Choice of Advanced Level Subject Combinations in Public Secondary Schools in Mbeya District Council. Masters thesis, The Open University of Tanzania.

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Abstract

The main objective of this study was to investigate the perceived influence of teachers’ guidance on students’ choice of advanced level subject combinations in public secondary schools in Mbeya district council. Specifically, the study attempted to accomplish three research objectives: to examine the perceived role of teachers’ guidance in influencing students’ choice of advanced level subject combinations, analyse the teachers’ views on students’ perceptions of the guidance they receive from teachers when selecting advanced level subject combinations and identify the challenges faced by teachers in providing effective guidance to students during the selection of subject combinations. The study was guided by Social Cognitive Career Theory (SCCT). The study was guided by interpretivism paradigm which led to adoption of qualitative approach. Moreover, a multiple case study design was selected as research design. Focus group discussion and interview were employed as data collection methods. Data were obtained from teachers and heads of schools from public secondary schools. Obtained data were thematically analyzed. Additionally, all ethical issues were observed and considered in this study. The findings of the study showed that teachers in public secondary schools have a very critical role of providing guidance to the students as the way to influence students’ choice of advanced level subject combinations. Key words: Teachers, guidance, Advanced level and subject combination

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