Determinants of career choice intentions among business education students in a Ghanaian university: Leveraging the theory of planned behaviour

Abstract

This study identified the factors that influence the career choice intentions among business education students. The Theory of Planned Behaviour (TPB) anchored this study. The study employed the cross-sectional survey design. A sample of 318 business education students was determined for the study using Adam's (2020) sample size determination table. A multi-stage sampling procedure was employed to select the respondents. A self-developed questionnaire was used to gather relevant data. The data collected was processed using Jamovi software (version 2.3.28) and analysed using descriptive statistics (frequency counts, percentages, means and standard deviations) and inferential statistics (correlation coefficient and multiple regression analysis). The study found that the relationship between the independent variables (attitude of business education students towards career choice intentions, subjective norm, and perceived behavioural control) and dependent variable (business education students’ career choice intentions) is very strong, high and positive. 45.70% of the variation in business education students’ career choice intentions is explained and accounted for by the predictors as the independent variables. In addition, gender does not influence business education students’ career choice intentions. The study concluded that positive attitudes toward teaching enhance students’ interest and commitment to an education career. Students are motivated by supportive social environments and the approval of important people in their lives when forming career intentions. The confidence in their abilities, preparedness, and perceived access to career opportunities determines their career intentions. Furthermore, male and female business education students demonstrated a comparable level of interest, motivation, and commitment toward teaching-related careers, suggesting a level of gender neutrality in the decision-making process for career choices within education. The study recommended that universities and colleges should integrate structured career development modules into the curriculum. These modules should focus on helping students assess their attitudes, strengths, and interests in relation to careers in education, while also building confidence in their professional capabilities. Embedding career planning workshops and mentorship programmes with experienced mentors can further enhance students' perceived behavioural control by strengthening their self-efficacy and readiness for their preferred careers.