The Inclusion of the Integrative Life Plan in Career Preparedness Course: A Teacher's Perception

Abstract

The State of Alabama adopted career preparedness into its curriculum to aid in career development and transition from high school to postsecondary education or workforce. This adoption was in response to the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins Act IV). Also, in response to Perkins Act IV, CTE programs began incorporating new pathways for middle and high school students. Secondary schools and universities began collaborative efforts to ensure students were college and career ready after graduation. Career guidance and counseling, transitional services, and first-year orientations began as career interventions. Previous research studies have indicated the significance of career inventions to improve career decision-making in postsecondary students; however, there is no-to-little research on career interventions with middle and high school students. The purpose of this research was to determine the perception of the Integrative Life Plan (ILP), a career theory, as a career intervention, and its usage in the career preparedness classroom. Using Hansen’s Integrative Life Plan model (1997) as a framework, the researcher designed a survey, the Integrative Life Planning Integration in Career Preparedness, to investigate the relationship between teachers’ perception of the ILP and its usage in career preparedness course. Data were analyzed using Descriptive Statistics, Independent samples t-test, One-Way Analysis of Variance (ANOVA), and Pearson product-moment regression. Surveys were distributed via email to all middle and secondary teachers in the State of Alabama; 155 responded (N = 155). Most of the respondents (50.5%) indicated they are or had previously taught a career preparedness course and have taught the course for 0-3 years (49.1%). Most respondents were Caucasian (66.1%) and female (81.7%). Over half of the respondents reported holding a master’s degree (60%) and teaching in the State of Alabama for 7-14 years (48.2%). An alpha level of .007 indicated no statistical significance was presented regarding teaching certifications (i.e., career preparedness, math, and English). An alpha level of .007 indicated no statistical significance was presented regarding gender. A significance was found among the number of years teaching in finding work that needs doing in changing global contexts (p = .007), and valuing pluralism and inclusivity (p = .001) at an alpha level of .007. A significance was found among ethnicity in finding work that needs doing in changing global contexts (p = .001) and valuing pluralism and inclusivity (p = .002) at an alpha level of .007. There is a positive relationship between the perception of the ILP and its implementation in the classroom (p < .001). Among teachers that taught or teach career preparedness course, the ILP is perceived as important (M=4.25); however, it is only implemented 26% - 50% (M=3.79) of the time in classroom activities. When analyzing individual critical tasks of the integrative life plan, varying results were yielded. All teachers perceived weaving one’s life into a meaningful whole (M=4.47) as the most important critical task and valuing pluralism and inclusivity as the least important (M=3.97). The overall perception of the ILP was perceived as important (M=4.25) among teachers. The research determined that this study should be repeated in other states and conducted as a longitudinal study with ILP as a career intervention in a career preparedness course.