Whenever the choice of the most suitable future occupation of a school leaver is decided on, an important role is played by the appraisal of the pupil concerned. As it is desirable for the pupil to take an active part in the choice of his future occupation, the pupil’s own self-appraisal plays its part in it. Owing to the significance of self-appraisal both in the choice of the future occupation and in shaping the pupil’s personality, we have carried out a research into the ability of selfappraisal of pupils in the 9th year according to a random selection at all the Basic Nine-Year Schools in Pilsen. The research was carried out with a sample of pupils covering 15 per cent of the boys and 15 per cent of the girls. The principal method used was the explorative method. The research task was solved by the following technique: a questionnaire, the Raven test and the school reports. On the basis of the description of their own self-appraisal, pupils can be classified into groups: The first group covers those individuals who can already make their own self-appraisal. The second group includes individuals who accept the appraisal of themselves from others — adults, mostly parents. The third group is formed by those individuals who are unable to characterize some of their basic qualities. In processing the research data the following conclusions were arrived at:
1. In the self-appraisal there are both inborn and acquired elements. The inborn elements represent the level of intelligence, while the acquired ones represent the influence of education as regards developing the ability of self-appraisal.
2. The relation between the self-appraisal and the school results makes itself hardly felt. The school results are not, therefore, such a strong stimulus as to influence the development of the pupil’s self-appraisal in any substantial manner.
3. The level of the self-appraisal influences to a certain extent the motivation of the choice of one’s occupation, but the system of values prevailing in it is that which the pupil has acquired from adults, mostly from parents.
4. The above-mentioned conclusion clearly show that a pupil in the 9th year of the Basic Nine-Year School is able, proportionately to his age and on the basis of previous education, to appraise his own abilities and qualities and to motivate the choice of his future occupation accordingly.