Original Research

Investigating career guidance implementation between historically advantaged and disadvantaged schools

Petronella Jonck, Eben Swanepoel
The Journal for Transdisciplinary Research in Southern Africa | Vol 15, No 1 | a637 | DOI: https://doi.org/10.4102/td.v15i1.637 | © 2019 Petronella Jonck, Eben Swanepoel | This work is licensed under CC Attribution 4.0
Submitted: 12 November 2018 | Published: 25 September 2019

About the author(s)

Petronella Jonck, Department of Research and Innovation, National School of Government, Johannesburg, South Africa
Eben Swanepoel, School of Education, University of KwaZulu-Natal, Durban, South Africa


This study examined school learner views on career guidance processes and outcomes contrasting historically advantaged and disadvantaged schools in the Free State province, South Africa. The study comprised 430 learners from seven schools located in the Mangaung area (females = 63.9%, black people = 47.4%, mean age = 15.85, SD = 0.77). A survey was completed underscoring career guidance service delivery, personal growth, career path knowledge and subject satisfaction. Multivariate analysis of variance was computed to examine differences in learners’ perception of the career guidance they received, emphasising school type, besides controlling for selected demographic variables. Results indicated that school type statistically significantly influenced career guidance service delivery, personal growth and career path knowledge gained from career guidance, but not subject satisfaction. Moreover, a statistically significant interaction for type of school with gender and race as covariates, and personal confidence and subject satisfaction as dependent variables, emerged.


Segregated schools; career guidance; life orientation; type of schools; comparative analysis.


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Crossref Citations

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