Developing the competency to organize experiential and career guidance activities of high school teachers

Effective career guidance is integral to preparing high school students for future success by helping them navigate career choices and develop essential skills. Central to this process is the capacity of high school teachers to organize and deliver impactful career guidance activities. This study investigates the perceptions of 162 high school teachers from diverse regions in Vietnam regarding career guidance activities. A Likert-scale questionnaire was employed to assess teachers’ views on various aspects of career guidance development, including the effectiveness of professional development pathways, teaching methods, and necessary competencies. Participants were selected using a stratified sampling method to ensure representation across different geographic regions (Ha Noi, Nghe An, Ho Chi Minh City in Vietnam), genders, years of teaching experience, academic levels, and school settings (urban/rural). Findings revealed that self-study and concentrated learning formats were perceived as effective by teachers, aligning with their preference for autonomy and intensive learning experiences. Conversely, remote or online learning methods were viewed less favorably due to challenges in digital literacy and reduced engagement. Teachers emphasized the importance of creating a positive learning environment, using appropriate methods, and employing assessment tools to evaluate student progress effectively. This study underscores the diversity of teachers' perspectives and highlights the need for targeted professional development strategies tailored to enhance educators' capacity in career guidance.