In the context of rapid technological advancements, globalization, and increasingly complex labor market dynamics, the ability to navigate career pathways effectively has become a fundamental determinant of long-term professional success. As education plays an increasingly significant role in career preparation, understanding the perspectives of both educators and students on career success factors is essential for shaping informed, future-ready individuals. Identifying the key similarities and differences between these perspectives is crucial for developing evidence-based career education methodologies, enhancing students' career readiness, and aligning educational practices with evolving labor market requirements.

This study conducts a comparative analysis to examine the factors shaping successful careers from both teachers’ and students’ perspectives. The research employs a quantitative methodology grounded in the theory of positivism and a deductive research approach. Empirical data were collected through an online survey. In the study, a closed-type questionnaire was used, developed after an extensive review of scientific literature.

The questionnaire consists of three sections:
1) questions designed to identify the sociodemographic data of the respondents;
2) questions aimed at exploring the internal factors, from the perspectives of general education school teachers and students, that influence career success;
3) questions focused on identifying the external factors, according to general education school teachers and students, that determine career success.

Respondents were asked to assess the presented career success factors using a Likert scale (ranging from "not important at all" to "very important"). The sample consists of 794 respondents, including 394 teachers and 400 students from general education schools. The sample size was calculated using the Paniotto formula to ensure representativeness. Data were analyzed using descriptive statistics and the Mann-Whitney U test in IBM SPSS 24.0 to assess differences between groups.

Findings indicate notable disparities in career success perceptions. General education school teachers emphasize personal qualities, lifelong learning, goal-setting skills, and professional networking as crucial factors. They also highlight the importance of work experience and connections established through school-related activities. In contrast, general education school students prioritize responsibility for their performance, independence in career choices, critical thinking skills, family influence, and labor market dynamics. Additionally, students stress the significance of applying diverse career decision-making strategies and staying informed about career opportunities. These findings underscore the need for career education programs that bridge the gap between students' expectations and teachers' perspectives, fostering a more holistic approach to career preparation. By integrating both viewpoints, education systems can better equip students with the necessary skills and knowledge to navigate the complexities of the modern labor market successfully.

Keywords: Career success factors, teachers’ perceptions, students’ attitudes, career education, comparative analysis.