Designing a Career Readiness Model for Female Senior High School Students in Tehran for Entering the Labor Market

Abstract

This study aimed to design and validate a career readiness model for female senior high school students in Tehran to facilitate their transition into the labor market. This applied-developmental study employed an exploratory sequential mixed-methods design. In the qualitative phase, Strauss and Corbin’s systematic grounded theory approach was applied, and 16 experts from public education, higher education, and the labor market were purposively recruited until theoretical saturation was reached. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding. In the quantitative phase, the extracted model was validated using a researcher-developed questionnaire administered to 360 female students enrolled in theoretical-track senior high schools in Tehran’s educational districts 1, 5, 11, 14, and 15, selected through cluster random sampling. Questionnaire reliability was confirmed by a Cronbach’s alpha coefficient of 0.87. Partial Least Squares Structural Equation Modeling (PLS-SEM) was conducted using SmartPLS 3. Structural equation modeling showed that causal conditions had a positive and significant effect on the core phenomenon of skill and employment readiness (β=0.401, t=6.124), while contextual conditions also exerted a significant positive effect (β=0.351, t=5.176). In contrast, the effect of intervening conditions on the core phenomenon was not statistically significant (β=0.092, t=1.808). The core phenomenon had a strong positive effect on implementation strategies (β=0.565, t=12.298), and these strategies significantly predicted positive outcomes (β=0.517, t=9.912). AVE values ranged from 0.51 to 0.55 and composite reliability coefficients from 0.71 to 0.83. Moreover, HTMT=0.80, SRMR=0.067, and GOF=0.80 supported the reliability, validity, and overall fit of the proposed model. The proposed model indicates that effective preparation of female students for the labor market depends on the coordinated interaction of causal and contextual conditions, enhancement of skill and career readiness, and implementation of practical strategies. Accordingly, curriculum reform, strengthened career counseling, development of applied competencies, and systematic school–labor market linkages may substantially enhance female students’ employability and successful school-to-work transition.