Career Guidance and Self-Efficacy among Secondary School Students in Ilala Municipality, Tanzania: A Qualitative Case Study

Abstract

Secondary school students face complex education-to-work transitions, yet career guidance in Tanzanian public schools remains irregular and under-resourced. This study examined how career guidance shapes self-efficacy among secondary school students in Ilala Municipality. Its main objective was to assess the contribution of career information services, individual counselling, and career seminars to students' confidence in purposeful career action. A qualitative approach and case study design were used. Sixteen participants—eight students, four teachers, two school counsellors, and two head teachers—were selected through quota and purposive sampling. Semi-structured interviews and focus group discussions generated data. After permission and consent, sessions were conducted in schools; participants' responses were documented, coded, grouped into themes, and analysed thematically. Credibility and dependability were strengthened through triangulation across participant groups and methods and consistent core questions. Participation was voluntary; confidentiality, informed consent, pseudonyms, and withdrawal rights protected participants. Findings indicated that accurate career information reduced uncertainty and aligned ambitions with abilities; individual counselling strengthened independent decision-making, emotional resilience, and mastery experiences; and seminars expanded occupational knowledge and supplied relatable role models. These benefits were weakened by scarce trained counsellors, heavy teaching workloads, inadequate private space and materials, and infrequent seminars. The study concludes that career guidance supports self-efficacy through complementary informational, relational, and experiential pathways rather than through a single activity. It recommends a continuous school-wide programme, trained personnel, protected counselling time, updated labour-market information, private facilities, and sustained partnerships with universities, employers, parents, and alumni. Future research should test these mechanisms with longitudinal and mixed-method research samples.