Исследуется проблема повышения эффективности профессиональной ориентации школьников, обусловленная тем, что система профориентации в образовательных учреждениях, требуя современных подходов и методов проведения профориентационной работы, не всегда отвечает потребностям обучающихся. Ставится цель выявить актуальные факторы, влияющие на эффективность профориентации школьников. Предполагается, что это содействует переходу к индивидуализации профориентационной работы в школе и проведению такой работы в систематическом порядке. Задача статьи - представить анализ факторов эффективности профориентации, приведя данные эмпирического исследования.

The article investigates the problem of increasing the effectiveness of the career guidance of schoolchildren, a problem determined by the fact that the career guidance system in educational institutions, while requiring modern approaches and methods of career guidance work, does not always meet the needs of students. The aim is to identify the currently relevant factors affecting the effectiveness of schoolchildren's career guidance. It is assumed that this will contribute to a transition toward the individualization of career guidance work at school and to the conduct of such work on a systematic basis. The task of the article is to present an analysis of the factors of career guidance effectiveness, drawing on the data of an empirical study. Methodology. The methodology of the study is built on a combination of the fundamental ideas of three adjacent disciplines relating to the sphere of schoolchildren's career guidance: pedagogy, psychology, and sociology. The study was conducted on the basis of a complex of theoretical approaches (the conception of the connection between all levels of education, the idea of the need for a comprehensive approach to the career guidance of schoolchildren, the idea of the earliest possible start of career guidance in the conditions of the digital transformation of education, and others) and of empirical methods (an online survey and semi-structured interviews with teachers). Results. The author examines such factors of career guidance effectiveness as schoolchildren's awareness of career guidance; the agents influencing schoolchildren's professional self-determination; schoolchildren's opinion of the career guidance process at their educational institution; and the effectiveness of career guidance measures at the educational institution. Vulnerable points in the career guidance process are identified. The facts obtained as a result of the study confirm the hypothesis of an insufficient individualization and systematicity of career guidance work at school. A problem relevant to the era of digitalization is singled out in the field of increasing the effectiveness of career guidance: a shortage of resources and of developments in modern methodology. Conclusion. A conclusion is drawn regarding the most important conditions for increasing the effectiveness of schoolchildren's career guidance (an individual approach, the coincidence of the aim of career guidance with the actual request, and consideration of personal skills and interests). The practical significance of the article is determined by the possibility of using the conclusions and results of the study to improve the career guidance system.