This study conducted survey to seek teachers' needs and to determine the priority of the needs. Also the additional purpose of this survey was to obtain the validity of results came from NGTs. Participants in survey were divided into two groups: elementary teachers and secondary teachers.
For elementary teachers, they tended to recognize that career guidance was not doing successfully in schools. Particularly sufficient time and fruitful materials for career guidance were not given to them. These were viewed as more critical barriers. Fortunately, they believed that teachers' material consisting of useful and tangible information for career guidance was able to be helpful for themselves in the class.
This study identified gaps between "what is" and "what should be" in each category above. "What is" means the extent to which teachers currently can provide meaningful information in each category. "What should be" indicates the extent what teachers should know information in each category. Through one sample t-test, this study found there existed statistically gaps between two states in all categories. As such, all categories needed to be considered as core components in the material for helping teachers to do career guidance in the class. Also this study used 'the locus for focus model' to determine relative priority in 7 categories. In consequence, #4, #5, #6, and #7 had ranked as higher priorities whereas others had ranked lower priorities.
Secondary teachers also perceived that career guidance was not sufficiently given to students in schools. This finding is the same as elementary teachers' one. However, secondary teachers tended to have more negative viewpoint about career guidance practices than elementary teachers did. Particularly teachers' and principals' insufficient perceptions toward career guidance were viewed as very critical barriers. Secondary teachers also revealed that they would like to use useful materials for helping them to do career guidance in the class.
Both one sample t-test and 'the locus for focus model' were used to identify gaps and to determine relative priorities as well. Consequently, gaps between "what is" and "what should be" existed in all categories. Also, #3, #5, #6, and #7 had relatively ranked as higher priorities. Based on these findings, research committee decided to include all categories into the model because this study is in the nature of exploratory inquiry. The model played an important role to make a material for helping teachers to do career guidance in the class unit of social studies. The final of destination of the model is to motivate students in subject contents, to improve students' academic achievement, and to help students having positive perceptions about career.
This study tried to obtain the validity of the findings through another survey. 51 participants who are school teachers or experts with an expertise in career guidance were asked whether the comprehensive model produced in this study is applicable in the practice and the materials is helpful in the class. In general, participants tended to very positively perceive the model and the material in terms of their applications.
In the last chapter, this study proposed several considerations regarding how well the model can be used in the class. Some implications were discussed with the limitations of this study for both researchers and practitioners as well. Also the study addressed the importance of the findings in this study from the aspects of theory, methodology, and practice in the field of career guidance.
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