The Practice of Parental Involvement on Students’ Career Development Aspiration: In the case of SNNPR Gurage Zone selected Secondary School

Abstract

The study was to investigate the practice of parental involvement among students‟ career development aspirations in Gurage Zone selected woreda in selected secondary schools. To achieve the objective, 364 students from grades 11 and 12 were taken from Tadele Darge, Womhe, Teklehaymanote, Mhalle Amba, and Yejoca two Secondary Schools in Gurage Zone in SNNPR. The researcher was used employed a cross-sectional design and a mixed approach. In this study, the researcher used three sampling Techniques. First, the Gurage zone selected used purposive sampling, simple random lottery sampling to select woredas and schools, and classic stratified random sampling (CSRS); finally, the researcher used the respondent selected by systematic sampling (SYS), and the interview respondents selected non-probability sampling techniques, particularly purposive sampling techniques. Out of the background information respondents, a questionnaire containing 41 quantitative and 8 qualitative items on the practice of parental involvement and students‟ career development aspirations was administered. SPSS version 26 software was used to analyze the collected data. Pearson‟s product-moment and multiple-regression analyses were employed to see the relationship among variables and how well the parental involvement variables predicted students‟ career development aspirations, respectively. The results revealed that the parental involvement variables had a statistically significant relationship with students' career development aspirations. It has been proven that correlation analysis proved that students' achievement aspirations (r = 0.239, p-value < 0.05), students' leadership aspirations (r = 0.197, p-value < 0.05), and students‟ career development aspirations (r = 0.152, p-value < 0.05) have a statistically significant relationship with practices of parental involvement. On the basis of these results, it was recommended that principals, supervisors, teachers, parents, counselors, and educational practitioners give due attention to parental involvement variables and students‟ career development aspirations in secondary schools.