Factors contributing to grade 10 learners’ choice of commercial subjects in grade 10 in Mpumalanga province, republic of South Africa

Abstract

This study explored the factors influencing Grade 10 learners’ choice of commercial subjects in the Mpumalanga Province of South Africa. Despite the national demand for accounting and business professionals, enrolment in commercial subjects has declined, reflecting systemic, institutional, and perceptual barriers. Guided by the interpretivist paradigm and constructivist learning theory, a qualitative case study design was employed. Data were collected through semi-structured interviews with learners, educators, heads of departments, principals, and school governing body members across five secondary schools. Thematic analysis was used to identify patterns in participants’ perceptions and experiences. Findings revealed that inadequate teacher qualifications, insufficient practical exposure in Economic and Management Sciences (EMS), and limited career guidance significantly constrain learners’ readiness and motivation. Parental influence was found to be inconsistent, often hindered by socioeconomic constraints and limited awareness of commercial career pathways. Learners’ choices were further shaped by misconceptions about subject difficulty, peer pressure, and gender norms. The study concludes that weak EMS foundations, poor departmental support, and lack of targeted promotion contribute to the declining uptake of commercial subjects. The research recommends strengthening teacher training in EMS, institutionalizing career guidance, fostering parental involvement, and implementing provincial advocacy programs to enhance awareness of the economic and professional relevance of commercial education.