SCHOOL CAREER GUIDANCE AND CAREER CHOICE SATISFACTION AMONG UNDERGRADUATE STUDENTS IN SELECTED UNIVERSITIES IN NAIROBI COUNTY, KENYA

Abstract

There has been increasing concern over the alarming number of students who fail to complete their university courses. Consequently, many students change programs, drop out, or experience job dissatisfaction, which may ultimately lead to underperformance in the workplace. Against this backdrop, the present study investigated the relationship between school career guidance and career choice satisfaction among undergraduate students in selected universities in Nairobi County, Kenya. The study was anchored in the Social Cognitive Career Theory (SCCT) developed by Lent, Brown, and Hackett, which emphasizes the role of self-efficacy, outcome expectations, and environmental supports in career development. Methodologically, a convergent parallel mixed-methods design was adopted. The target population comprised 25,153 first-year undergraduate students across 13 universities in Nairobi County. For the quantitative strand, stratified and simple random sampling techniques were employed, resulting in a sample of 320 students drawn from two public and three private chartered universities out of a population of 12,137 students. Quantitative data were analyzed using descriptive statistics; frequencies, percentages, means, and standard deviations alongside Pearson’s correlation analysis. For the qualitative strand, purposive sampling was used to select 20 participants for focus group discussions, and the data were analyzed through content analysis supported by verbatim excerpts. This design enabled methodological triangulation and deeper interpretation. The findings revealed that school career guidance significantly influences career choice satisfaction. Specifically, career days, subject teachers, and career guidance teachers positively contributed to satisfaction levels. In contrast, KUCCPS demonstrated the lowest contribution, possibly due to limited sensitization and constrained placement options. The study therefore recommends structured, aptitude-based career counselling programs and inclusive, student-centered placement processes to enhance alignment between students’ abilities, interests, and career pathways.