Pedagogical Influences on Agricultural Career Aspirations among Secondary School Students in Uganda: A Social Cognitive Career Theory Perspective

Abstract

This study examined pedagogical influences on agricultural career aspirations among secondary school students in government-aided schools in Busongora County, Uganda, using Social Cognitive Career Theory (SCCT). A cross-sectional survey design employing a mixed-methods approach was adopted. Data were collected from 281 respondents, comprising 269 students and 12 agriculture teachers, selected using stratified random and purposive sampling techniques respectively. Structured questionnaires and semi-structured interviews were used to collect quantitative and qualitative data. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis, while qualitative data were analyzed thematically. Findings revealed that learner-centered instructional methods such as demonstrations, project-based learning, field trips, and practical lessons significantly influenced students’ agricultural career aspirations (r = 0.684, p < 0.05). The learning environment, particularly the availability of school gardens and opportunities for field-based learning, was also found to positively shape students’ perceptions of agriculture. In addition, supportive student–teacher interaction, including career guidance and mentorship, enhanced students’ self-efficacy and awareness of agricultural career opportunities. However, a gap was observed between positive attitudes toward agriculture and actual willingness to pursue agriculture as a career, largely influenced by societal perceptions and parental expectations. The study concludes that agricultural career aspirations are shaped by an interaction of pedagogical strategies, learning environments, and mentorship processes as explained by SCCT. It recommends strengthening learner-centered pedagogy, improving school agricultural facilities, and enhancing career guidance systems to promote agriculture as a viable career pathway among secondary school students.