FACTORS AFFECTING THE DECISION-MAKING OF GUIDANCE TEACHERS TO ADVISE STUDENTS TO ENROL IN HIGHER EDUCATION STUDY

Abstract

          This article aimed to study the factors affecting higher education guidance of upper secondary school guidance teachers nationwide. This study was a quantitative research. The tool used for data collection was a questionnaire assessing five aspects comprising 24 factors.

          The results showed that the factors affecting the decision-making on higher education guidance, based on the arithmetic mean of the dimension of the level affecting the decision from high to low, were academic services (57.3%), curriculum (52.0%), financial (45.8%), welfare and facilities (45.3%), and institutions (42.0%), respectively. When considering each item individually, the ease of communication between the admission staff and teachers came first (62%) followed by a special quota by the university (60.8%). The third important factor was direct contact with the admission team for information about the application timeline and other details (59.8%). The least two items in the top five categories were the chances to meet with the university chancellor and open-house scheme (56.3% and 49.6%), respectively. This study provided opportunities for admission staff to acquire factors affecting the guidance teachers’ opinions to advise secondary school students and could be used for strategic planning for the upcoming academic year to achieve the best outcome for the university.