{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/388505"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/388505","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Career conversations for the development of student career competencies: a study in Portuguese secondary schools","abstract":"Career guidance is still a one-size-fits-all addition to education in most OECD countries. In Portuguese schools, it falls under the remit of the Services of Psychology and Orientation (SPO), which is an independent body to the Educational Ministry. Teachers are, thus, not seen as core to the provision of career education but do ultimately influence much of the educational and career decision-making of students through conversations or in-class moments. The transformation of this, otherwise informal, influence a teacher may have on a student into an integral part of students’ educational experience may provide an opportunity to develop differentiated career guidance for the development of career competencies. Individual conversations between a student and a teacher, whom they feel relational proximity, to may be the vehicle for the development of competencies which place students in better positions to advance in their educational or career path. Career conversations may be a form of career guidance where students’ agency is comparable to that of the deliverer. To that effect, students’ career conversation needs, demographic characteristics, and current competency levels may help inform how career conversations may be differentiated for higher career competency development. Operating under the assumption, led by previous evidence, that career conversations with teachers may better equip students for their futures than current practice in Portuguese secondary schools, this study investigated the circumstances in which those career conversations may be implemented. The study investigated how the implementation of career conversations with teachers can respond to current struggles of career guidance provision in Portuguese secondary schools and how these can be differentiated to meet individual career development needs. Two research questions were answered through analyses of quantitative and qualitative data in realist evaluation approach: 1) How is career guidance currently delivered in Portuguese secondary schools? and 2) How do student career conversations needs relate with their demographic characteristics, mediated by their current career competencies? The study collected data in 26 secondary schools from the same district in Portugal, via individual interviews with headteachers (N=26), student surveys (N=741), and student group interviews (7 groups). Triangulation during different stages of data analysis used the principles of retroduction and abduction of the realist evaluation framework. The first research question was addressed by first, at a systemic level, comparing headteachers perceptions of career guidance provision at their school with national policy intentions for such provision, and, secondly, at a student individual level, comparing headteachers perceptions of which students benefit from individual career guidance (or career conversations) with student survey findings. The second research question was investigated through first recurring to mediation path analysis with Structural Equation Modelling (SEM) to assess emergent correlations between career conversation needs, student current career competencies, demographics and career locus of control. Data from surveys regarding student career conversation needs was interpreted considering conclusions from student group interviews. Eight key findings are highlighted: 1) career guidance in Portuguese secondary schools seems largely focused on educational transition moments at the end of years 9 and 12 and limited by the scarcity of professionals responsible for it in schools; 2) teachers seem to be essential collaborators in the provision of career guidance, albeit not formally acknowledged for their contribution; 3) headteachers perceptions of which students benefit most from individual career guidance differed from student survey findings which highlighted how experiences of individual career conversations correlate with demographical school-specific and student-specific characteristics; 4) student career competencies are higher when they engage in career conversations with teachers, more than with other career guidance agents, and for students with higher career locus of control; 5) most changes to career conversation needs correlated with school location, socio-economic level of student intake, number of psychologists in school , gender, academic year, locus of control and prior experiences of career conversations with a teacher; 6) career reflection is the career competency which most explains career conversation needs, particularly for female students and students in the last year of secondary school; 7) some students would benefit from support in increasing their career Locus of Control in career conversations before focusing on career competency development; 8) trust and a positive teacher-student relationship are pre-requisites for effective career conversations. Key recommendations for practice include considering students’ starting career competency points, and career locus of control, to, together with student demographics, inform the planning of career conversations, differentiated to students’ individual needs. The career conversation approach should be tailored to the career competency where students score highest, which requires a detailed understanding of these competencies. The present study provides teachers with measurement tools to gain this knowledge. Portuguese career guidance policy should recognise the contribution of teachers in developing students' career competencies and in providing school-based career guidance. As a result of the impact of teachers and the need to support the career development of every student, a shift is necessary in the roles of both school psychologists and teachers, as well as in determining who is responsible for providing career guidance in schools. Concrete student career development expectations, specific monitoring guidelines, and accountability for school leadership regarding the quality of career guidance can help ensure the effective and consistent development of career competencies for every student, especially through mechanisms such as career conversations with teachers. Such changes to practice and policy may contribute overall to more tailored and individualised career conversations that address the needs of individual students, thereby supporting their future career prospects.","abstract_html":"Career guidance is still a one-size-fits-all addition to education in most OECD countries. In Portuguese schools, it falls under the remit of the Services of Psychology and Orientation (SPO), which is an independent body to the Educational Ministry. Teachers are, thus, not seen as core to the provision of career education but do ultimately influence much of the educational and career decision-making of students through conversations or in-class moments. The transformation of this, otherwise informal, influence a teacher may have on a student into an integral part of students’ educational experience may provide an opportunity to develop differentiated career guidance for the development of career competencies. Individual conversations between a student and a teacher, whom they feel relational proximity, to may be the vehicle for the development of competencies which place students in better positions to advance in their educational or career path. Career conversations may be a form of career guidance where students’ agency is comparable to that of the deliverer. To that effect, students’ career conversation needs, demographic characteristics, and current competency levels may help inform how career conversations may be differentiated for higher career competency development. Operating under the assumption, led by previous evidence, that career conversations with teachers may better equip students for their futures than current practice in Portuguese secondary schools, this study investigated the circumstances in which those career conversations may be implemented. The study investigated how the implementation of career conversations with teachers can respond to current struggles of career guidance provision in Portuguese secondary schools and how these can be differentiated to meet individual career development needs. Two research questions were answered through analyses of quantitative and qualitative data in realist evaluation approach: 1) How is career guidance currently delivered in Portuguese secondary schools? and 2) How do student career conversations needs relate with their demographic characteristics, mediated by their current career competencies? The study collected data in 26 secondary schools from the same district in Portugal, via individual interviews with headteachers (N=26), student surveys (N=741), and student group interviews (7 groups). Triangulation during different stages of data analysis used the principles of retroduction and abduction of the realist evaluation framework. The first research question was addressed by first, at a systemic level, comparing headteachers perceptions of career guidance provision at their school with national policy intentions for such provision, and, secondly, at a student individual level, comparing headteachers perceptions of which students benefit from individual career guidance (or career conversations) with student survey findings. The second research question was investigated through first recurring to mediation path analysis with Structural Equation Modelling (SEM) to assess emergent correlations between career conversation needs, student current career competencies, demographics and career locus of control. Data from surveys regarding student career conversation needs was interpreted considering conclusions from student group interviews. Eight key findings are highlighted: 1) career guidance in Portuguese secondary schools seems largely focused on educational transition moments at the end of years 9 and 12 and limited by the scarcity of professionals responsible for it in schools; 2) teachers seem to be essential collaborators in the provision of career guidance, albeit not formally acknowledged for their contribution; 3) headteachers perceptions of which students benefit most from individual career guidance differed from student survey findings which highlighted how experiences of individual career conversations correlate with demographical school-specific and student-specific characteristics; 4) student career competencies are higher when they engage in career conversations with teachers, more than with other career guidance agents, and for students with higher career locus of control; 5) most changes to career conversation needs correlated with school location, socio-economic level of student intake, number of psychologists in school , gender, academic year, locus of control and prior experiences of career conversations with a teacher; 6) career reflection is the career competency which most explains career conversation needs, particularly for female students and students in the last year of secondary school; 7) some students would benefit from support in increasing their career Locus of Control in career conversations before focusing on career competency development; 8) trust and a positive teacher-student relationship are pre-requisites for effective career conversations. Key recommendations for practice include considering students’ starting career competency points, and career locus of control, to, together with student demographics, inform the planning of career conversations, differentiated to students’ individual needs. The career conversation approach should be tailored to the career competency where students score highest, which requires a detailed understanding of these competencies. The present study provides teachers with measurement tools to gain this knowledge. Portuguese career guidance policy should recognise the contribution of teachers in developing students' career competencies and in providing school-based career guidance. As a result of the impact of teachers and the need to support the career development of every student, a shift is necessary in the roles of both school psychologists and teachers, as well as in determining who is responsible for providing career guidance in schools. Concrete student career development expectations, specific monitoring guidelines, and accountability for school leadership regarding the quality of career guidance can help ensure the effective and consistent development of career competencies for every student, especially through mechanisms such as career conversations with teachers. Such changes to practice and policy may contribute overall to more tailored and individualised career conversations that address the needs of individual students, thereby supporting their future career prospects.","abstract_has_math":false,"creators":["De Oliveira Santos, Cristina"],"institution":"University of Cambridge","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ilie, Sonia","Hayward, Geoff","Vignoles, Anna"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08-08","date_published":"2024-08-08","updated_at":"2026-07-22T22:24:17Z","subjects":["Career Development","Career Competencies","Career Conversations","Secondary School","Secondary School Teachers","Career Locus of Control","Structured Equation Modelling","Mixed Methods"],"languages":["eng"],"rights":[],"rights_urls":["https://www.repository.cam.ac.uk/bitstreams/53e82a0f-c3d9-4b8a-b72e-fda33e795285/download","http://purl.org/NET/rdflicense/allrightsreserved"],"identifier_entries":[{"key":"dc:creator.authoridentifier","label":"Author Identifier","values":["0000000338293921"],"render_values":[{"text":"0000-0003-3829-3921","href":"https://orcid.org/0000-0003-3829-3921","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.120817","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ilie, Sonia","Hayward, Geoff","Vignoles, Anna"]},{"key":"dc:contributor.sponsor","label":"Sponsor","values":["Scholarship by the Foundation for Science and Technology (FCT) in Portugal"]},{"key":"dc:creator","label":"Author","values":["De Oliveira Santos, Cristina"]},{"key":"dc:creator.authoridentifier","label":"Author Identifier","values":["0000000338293921"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2024-08-08"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/388505"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Career Development","Career Competencies","Career Conversations","Secondary School","Secondary School Teachers","Career Locus of Control","Structured Equation Modelling","Mixed Methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://www.repository.cam.ac.uk/bitstreams/53e82a0f-c3d9-4b8a-b72e-fda33e795285/download","http://purl.org/NET/rdflicense/allrightsreserved"]},{"key":"dc:rights.embargodate","label":"Dc Rights Embargodate","values":["2026-09-02"]},{"key":"dc:rights.embargotype","label":"Dc Rights Embargotype","values":["embargo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.17863/CAM.120817"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.repository.cam.ac.uk/bitstreams/41ba0a6d-0ba4-436d-addb-a85ac5fb3e32/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Career guidance is still a one-size-fits-all addition to education in most OECD countries. 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To that effect, students’ career conversation needs, demographic characteristics, and current competency levels may help inform how career conversations may be differentiated for higher career competency development. Operating under the assumption, led by previous evidence, that career conversations with teachers may better equip students for their futures than current practice in Portuguese secondary schools, this study investigated the circumstances in which those career conversations may be implemented. The study investigated how the implementation of career conversations with teachers can respond to current struggles of career guidance provision in Portuguese secondary schools and how these can be differentiated to meet individual career development needs. Two research questions were answered through analyses of quantitative and qualitative data in realist evaluation approach: 1) How is career guidance currently delivered in Portuguese secondary schools? and 2) How do student career conversations needs relate with their demographic characteristics, mediated by their current career competencies? The study collected data in 26 secondary schools from the same district in Portugal, via individual interviews with headteachers (N=26), student surveys (N=741), and student group interviews (7 groups). Triangulation during different stages of data analysis used the principles of retroduction and abduction of the realist evaluation framework. The first research question was addressed by first, at a systemic level, comparing headteachers perceptions of career guidance provision at their school with national policy intentions for such provision, and, secondly, at a student individual level, comparing headteachers perceptions of which students benefit from individual career guidance (or career conversations) with student survey findings. The second research question was investigated through first recurring to mediation path analysis with Structural Equation Modelling (SEM) to assess emergent correlations between career conversation needs, student current career competencies, demographics and career locus of control. Data from surveys regarding student career conversation needs was interpreted considering conclusions from student group interviews. Eight key findings are highlighted: 1) career guidance in Portuguese secondary schools seems largely focused on educational transition moments at the end of years 9 and 12 and limited by the scarcity of professionals responsible for it in schools; 2) teachers seem to be essential collaborators in the provision of career guidance, albeit not formally acknowledged for their contribution; 3) headteachers perceptions of which students benefit most from individual career guidance differed from student survey findings which highlighted how experiences of individual career conversations correlate with demographical school-specific and student-specific characteristics; 4) student career competencies are higher when they engage in career conversations with teachers, more than with other career guidance agents, and for students with higher career locus of control; 5) most changes to career conversation needs correlated with school location, socio-economic level of student intake, number of psychologists in school , gender, academic year, locus of control and prior experiences of career conversations with a teacher; 6) career reflection is the career competency which most explains career conversation needs, particularly for female students and students in the last year of secondary school; 7) some students would benefit from support in increasing their career Locus of Control in career conversations before focusing on career competency development; 8) trust and a positive teacher-student relationship are pre-requisites for effective career conversations. Key recommendations for practice include considering students’ starting career competency points, and career locus of control, to, together with student demographics, inform the planning of career conversations, differentiated to students’ individual needs. The career conversation approach should be tailored to the career competency where students score highest, which requires a detailed understanding of these competencies. The present study provides teachers with measurement tools to gain this knowledge. Portuguese career guidance policy should recognise the contribution of teachers in developing students' career competencies and in providing school-based career guidance. As a result of the impact of teachers and the need to support the career development of every student, a shift is necessary in the roles of both school psychologists and teachers, as well as in determining who is responsible for providing career guidance in schools. Concrete student career development expectations, specific monitoring guidelines, and accountability for school leadership regarding the quality of career guidance can help ensure the effective and consistent development of career competencies for every student, especially through mechanisms such as career conversations with teachers. 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To that effect, students’ career conversation needs, demographic characteristics, and current competency levels may help inform how career conversations may be differentiated for higher career competency development. Operating under the assumption, led by previous evidence, that career conversations with teachers may better equip students for their futures than current practice in Portuguese secondary schools, this study investigated the circumstances in which those career conversations may be implemented. The study investigated how the implementation of career conversations with teachers can respond to current struggles of career guidance provision in Portuguese secondary schools and how these can be differentiated to meet individual career development needs. Two research questions were answered through analyses of quantitative and qualitative data in realist evaluation approach: 1) How is career guidance currently delivered in Portuguese secondary schools? and 2) How do student career conversations needs relate with their demographic characteristics, mediated by their current career competencies? The study collected data in 26 secondary schools from the same district in Portugal, via individual interviews with headteachers (N=26), student surveys (N=741), and student group interviews (7 groups). Triangulation during different stages of data analysis used the principles of retroduction and abduction of the realist evaluation framework. The first research question was addressed by first, at a systemic level, comparing headteachers perceptions of career guidance provision at their school with national policy intentions for such provision, and, secondly, at a student individual level, comparing headteachers perceptions of which students benefit from individual career guidance (or career conversations) with student survey findings. The second research question was investigated through first recurring to mediation path analysis with Structural Equation Modelling (SEM) to assess emergent correlations between career conversation needs, student current career competencies, demographics and career locus of control. Data from surveys regarding student career conversation needs was interpreted considering conclusions from student group interviews. Eight key findings are highlighted: 1) career guidance in Portuguese secondary schools seems largely focused on educational transition moments at the end of years 9 and 12 and limited by the scarcity of professionals responsible for it in schools; 2) teachers seem to be essential collaborators in the provision of career guidance, albeit not formally acknowledged for their contribution; 3) headteachers perceptions of which students benefit most from individual career guidance differed from student survey findings which highlighted how experiences of individual career conversations correlate with demographical school-specific and student-specific characteristics; 4) student career competencies are higher when they engage in career conversations with teachers, more than with other career guidance agents, and for students with higher career locus of control; 5) most changes to career conversation needs correlated with school location, socio-economic level of student intake, number of psychologists in school , gender, academic year, locus of control and prior experiences of career conversations with a teacher; 6) career reflection is the career competency which most explains career conversation needs, particularly for female students and students in the last year of secondary school; 7) some students would benefit from support in increasing their career Locus of Control in career conversations before focusing on career competency development; 8) trust and a positive teacher-student relationship are pre-requisites for effective career conversations. Key recommendations for practice include considering students’ starting career competency points, and career locus of control, to, together with student demographics, inform the planning of career conversations, differentiated to students’ individual needs. The career conversation approach should be tailored to the career competency where students score highest, which requires a detailed understanding of these competencies. The present study provides teachers with measurement tools to gain this knowledge. Portuguese career guidance policy should recognise the contribution of teachers in developing students' career competencies and in providing school-based career guidance. As a result of the impact of teachers and the need to support the career development of every student, a shift is necessary in the roles of both school psychologists and teachers, as well as in determining who is responsible for providing career guidance in schools. Concrete student career development expectations, specific monitoring guidelines, and accountability for school leadership regarding the quality of career guidance can help ensure the effective and consistent development of career competencies for every student, especially through mechanisms such as career conversations with teachers. 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