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Chapter 1 THE PROBLEM AND ITS BACKGROUND Introducton The The senio seniorr year year is one one of the the most most cruci crucial al parts parts of being being a stude student. nt.
Besi Beside des s the the pres pressu sure res s and and stre stress ss brou brough ghtt abou aboutt the the diff differ eren entt acti activi viti ties es,, examinations, and projects they are undergoing, this is where the turning point of their future career will be decided. decided. They will have to decide what course they will enroll in the tertiary level which will eventually become their career in the future. One of the bases of their career choice is their family or parent profession or occupation, occupation, and because of their exposure exposure to their parent’s occupation including including its nature and effects to them. These have great influence in their decision. Furthermore, Furthermore, most of the student’s loo up to their parents as their !idols" or one of good examples. #ith that, they tend to follow their parent’s footsteps. The career choice process of young people can easily be compared to rocs in a roc polisher. !$ll inds of people grind away at them but parents are the big rocs in the tumbler" %Otto, &'(', p.)*+. -ndeed, parents serve as major influences in the lives of their children %Otto, &'('. Of the factors that influence career choice processes, family members, partic particula ularly rly pare parents nts,, are are the the most most influ influent ential ial deter determin minan ants ts of care career er plans, plans, occupational aspirations and occupational expectations /ines, &''01 2ee, &'(31 2eong, &''41 5arham and $ustin, &''3. !6ven if schools have the resources with which to meet young people’s career guidance needs, neither teachers nor counselors can replace the influence parents have on their sons and daughters career plans" %Otto, &'(', p. &*+. $ccording $ccording to Taylor Taylor,, et.al, )773, parents may also become overly overly involved in career decisions because they want their child to be more content in a career
2
than they are in their own jobs. 8hildren may begin and identify and accept what parents say in order to please them. $ccording $ccording to 9idssource 9idssource online, !the family is a place in which children children learn to interpret reality" %#ay : ;ossmann, &''<. 5arents serve as significant interpreters for children of information about the world and children’s abilities %/all, 9elly, /ansen, and =utwein, &''<. Bac!"round o# the Stud$ $ study on the factors influencing influencing career choices of adolescents adolescents in
5ennsylvania 5ennsylvania %Ferry, %Ferry, )77<, young adults, through interaction with the context of family, school and community learn about and explore careers that ultimately lead to career choice. The interdependence of family, school and community culture played a critical role in shaping shaping the youth’s occupational occupational choice. >out >outh h in communities of more affluence appeared to have more family and school support in career exploration, with resulted in consideration of a wider range of career optio options. ns. 5aren 5arents ts,, follo followe wed d by famil family y membe members rs,, prov provide ided d valua valuable ble learn learning ing experiences through their own role models and supporting activities that assisted in exploring career interest. #or*bound youth’s parents fre?uently taught sills that provided youth with a broader understanding of their own aptitudes contributing to career choice. !My dad works on big caterpillar transmissions, and some of my uncles do that kind of work, we work together, and you know, I learned a lot from them, how to do anything. This is why, I’m a Diesel-Tech Diesel-Tech Major ." $ major turning point in adolescent’s adolescent’s lives involves the career choice that
they mae after graduation in high school. Fre?uently, it is viewed by family and community as a mere start to worplace readiness1 however, this decision plays
2
than they are in their own jobs. 8hildren may begin and identify and accept what parents say in order to please them. $ccording $ccording to 9idssource 9idssource online, !the family is a place in which children children learn to interpret reality" %#ay : ;ossmann, &''<. 5arents serve as significant interpreters for children of information about the world and children’s abilities %/all, 9elly, /ansen, and =utwein, &''<. Bac!"round o# the Stud$ $ study on the factors influencing influencing career choices of adolescents adolescents in
5ennsylvania 5ennsylvania %Ferry, %Ferry, )77<, young adults, through interaction with the context of family, school and community learn about and explore careers that ultimately lead to career choice. The interdependence of family, school and community culture played a critical role in shaping shaping the youth’s occupational occupational choice. >out >outh h in communities of more affluence appeared to have more family and school support in career exploration, with resulted in consideration of a wider range of career optio options. ns. 5aren 5arents ts,, follo followe wed d by famil family y membe members rs,, prov provide ided d valua valuable ble learn learning ing experiences through their own role models and supporting activities that assisted in exploring career interest. #or*bound youth’s parents fre?uently taught sills that provided youth with a broader understanding of their own aptitudes contributing to career choice. !My dad works on big caterpillar transmissions, and some of my uncles do that kind of work, we work together, and you know, I learned a lot from them, how to do anything. This is why, I’m a Diesel-Tech Diesel-Tech Major ." $ major turning point in adolescent’s adolescent’s lives involves the career choice that
they mae after graduation in high school. Fre?uently, it is viewed by family and community as a mere start to worplace readiness1 however, this decision plays
3
a major role in establishing youth in a career path opens as well as closes opport opportuni unitie ties. s. =iven =iven the diffe differe renc nces es in the socia sociall and and econ economi omic c conte context xt of college*bound college*bound versus wor*bound adolescents %Blustein, 5hilips, @obin*Aavis, Finelberge, : ;oare, &''0. -n this study, the researcher aims to provide information on how to choose the rightful course above all these factors specially the occupational attainment of their parents and its influence. This study may be a useful instrument to students who are confused in choosing the rightful course and be able to handle the factors that will affect his decision. This may help them decide whether to pursue a degree or course they are thining of. Conceptua% &ra'e(or! This study reflects reflects the observatio observation n that that there there has always always been been the desire to improve existing systems if not develop them. The evolution of data presentation has remarably proven it. 6ven the purpose of the information and the medium used to assess it seems to evolve.
The paradigm illustrates the systems approach in the accomplishment of a tas. This process means the interdependence of one component to the other. -n brief, each part constitutes to the whole and the whole to each part, and each part to the whole. Taen in its acronym is the -5O or -nput, 5rocess and Output chema.
$s seen in the paradigm, paradigm, the components components areC the -nput, -nput, the 5rocess, and and the Output.
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INPUT
1. Profle o Respondents 1.1Sex 1.2Age 1.3Sibling Position 1.4Parent’s Occupation 1.5Parent’s ducational Attain!ent 1."#a!il$ %ont&l$ 'nco!e 2 Students’ Preerred (ourse 3 (areer (&oice #actors 3.1 parent’s occupation 3.2 personal points o )ie*
PROCESS
OUTPUT
1. Assess!ent o t&e students’ profle 2. +eter!ination o &e students’ preerred courses 3. Assess!ent o t&e
e,ects o parents’ occupation on t&e course preerence o t&eir c&ildren 4. (orrelation o t&e students’ preerred courses and t&eir personal profle )ariables
8areer 5rogram for enior /igh chool tudents of Baggao Dational /igh chool
5
&EEDBACK
&"ure 1)Sche'atc Da"ra' o# the Stud$
The inputs are those that bring about results. The initial consideration is on the students’ profile in terms of age, gender, sibling position, parent’s occupation, parent’s educational attainment and family income. Eital also are the students’ preferred course, career choice factors and personal point of views.
The second component is the process. -t is the component expressive of implementation. -ts linage with the inputs brings about the desired output which is the third component. The process includes the assessment of the students’ profile, determination of the students’ preferred courses, and assessment of the effects of parents’ occupation on the course preference of their children. 8entral
"
also is the correlation of the perceptions of students and their personal profile variables.
The output is no less than a well devised career program for senior high students of Baggao Dational /igh chool.
State'ent o# the Pro*%e' The researcher aims to analye how the parents’ occupation affects the
course preference of fourth year students of Baggao Dational /igh chool, school year )7&+*)7&3. pecifically, the researcher sees to answer the following ?uestionsC &. #hat is the profile of the respondents in terms ofC &.&. ex &.). $ge &.+. ibling 5osition &.3. 5arent’s Occupation &.4. 5arent’s 6ducational $ttainment &.<. Family Gonthly -ncome ). #hat are the course preferences of respondentsH +. To what extent are the students influenced in their course preference by the following factorsC +.&. 5arent’s occupation +.). 5ersonal 5oint of Eiew 3. -s there a significant difference in the course preference of students when grouped according toC 3.&. ex 3.). $ge 3.+. ibling 5osition 3.3. 5arent’s Occupation 3.4. 5arent’s 6ducational $ttainment 3.<. Family Gonthly -ncome
H$pothe++ o# the +tud$ The study is guided by the following hypothesisC
-
There is no significant difference between the course preference and the profile of student*respondents in terms of the followingC a. b. c. d. e. f.
ex $ge ibling position 5arent’s Occupation 5arent’s 6ducational $ttainment Family Gonthly -ncome
S"n#cance o# the Stud$ -n this study, the researcher will be able to understand and acnowledge
the effects of parents’ occupation on the course preference of fourth year students of Baggao Dational /igh chool. The results of this study may be useful in providing bacground or information in identifying a better career path. The study and its results might also suggest better ways of choosing rightful course to pursue by e?uipping them with strategies, techni?ues and approaches for career development. Student+. ince this study
includes
related
issues
for
better
understanding on career choice, this study may be very significant for them in choosing the course they believe could lead them in a life*achieved career. Parent+. This study may serve as basis in guiding their children to which
course is most fitted for them. Teacher+, This study may be adopted in helping teachers disseminate occupational information and modification of existing curriculum to meet student’s needs on career choice and its implications to career development. Schoo% Gudance Coun+e%or+ . This study may assist them in promoting involvement and commitment in the implementation of career guidance in order
to assist every student to understand themselves of their capacities, ac?uaint them the opportunities in the world of wor, and help develop in them the freedom of responsible decision*maing sills, thus leading them to a well* deserved career. Schoo% Ad'n+trator+ . This study may serve as !eye opener" for them by giving utmost concern for the long*term success of their students after high school, thus promoting career guidance and counseling in school and emphasiing the need for programs designed to promote e?uity and fairness in career choice. Scope and De%'taton+ o# the Stud$ This study will be limited to the assessment of the effects of parents’
occupation on the course preference of fourth year students of Baggao Dational /igh chool, school year )7&+*)7&3. Based from the school register %Form & of BD/, the respondent students are the seven sections of the fourth year classesC first, the science section I a section with a specialied science curriculum with a number of student*respondents of &+ and the regular classes comprising < sections with a distributed number of respondents1 section & J )0, section ) J )<, section + J )<, section 3 J )<, section 4 J )0, and section < J )0. 2iewise, the study will be delimited on the students’ profile such as sex, age, sibling position, parent’s occupation, parent’s educational attainment, and family monthly income.
De#nton o# ter'+
/
The following terminologies are used throughout the thesis and are elucidated for better understanding, to witC $ptitude I refers to the persons’ facility in learningKperforming in a particular field such as aptitude for math, language, mechanical reasoning, etc. $ssessment I the process of understanding a client through the use of assessment measures such as standardied test such as intelligence, achievement, aptitude, observation, interview, etc. $ttainment I refers to someone’s accomplishment in a chosen field of endeavor. 8areer I identifies the many settings in which people find themselves. 8areer development I the lifelong behavioral process and the influences to every individual that leads to one’s wor values, choice of occupation, creation of career patterns, decision*maing style, role integration, self*identity, career identity, educational literacy and related phenomena. 8ounseling I a professional relationship between a guidance counselor and a client which re?uires a non*judgmental acceptance and empathetic understanding of the latter to be able to provide assistance in the latter’s’ decision*maing. 8ourse I refers to a program of a study to complete a college or university degree or subject. 6ffect I this term refers to the power or capacity to bring about a result. -n this study, this term was used to refers to the possible association of parents’ occupation to the course preference of their sons and daughters. Aevelopment I shows that people are continually changing throughout life. 2ife is always in the process of becoming %L5-*28A5, &''( -nterest I can be manifested, expressed or assessed. This refers to a persons’ tendency to prefer some forms of activitiesKtass more than others. 2ife I focus is on total person as well as all aspects of their growth and development over the lifespan %L5-*28A5, &'0(
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5arents’ Occupation I it pertains to person’s regular wor as a means of livelihood. -n this study, this term refers to the occupation or job of the parents of the respondents. 5ersonal 5oint of Eiew I in this study, this term was used to refer to the respondents’ personal position on the numerous items contained in the research ?uestionnaire which relates to their respective course preferences. 5reference I it refers to someone’s decision what is better or best on his own perception. -n this study, this term was used to refer to students’ choiceKs in term of the curricular courses they would want to pursue in college. Lniversity I it refers to an institution offering various academic degrees on different subjects. -t is also called /6-s or /igher 6ducation -nstitutions.
Chapter , RE-IE. O& RELATED LITERATURE AND STUDIES
This part presents relevant foreign and local literature which has significant bearing with the present study. These significant information and discussions greatly helped the researcher to gain deeper understanding of this study which focuses on the influence of parent’s occupation on the career choice of students.
A) &ore"n Lterature Bre# H+tor$ o# the Career De/e%op'ent
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The succeeding discussions presents in brief a historical bacground of career developmentMhow it evolved across different periods to include notable theories related to career development and decision maing. 5arson’s wor was the foundation for what is now nown as Trait*$nd* Factor Theory %5arsons &'7'1 harf &''0. The theory assumes that all individuals have uni?ue interests, abilities, and values, while each occupation has uni?ue characteristics related to tass, sills re?uired, and rewards. $s the oldest and most widely used of the career development theories, Trait*$nd* Factor theorists believe that these uni?ue characteristics of both individuals and jobs can be measured objectively and will produce the highest amount of satisfaction for both worers and employers when they are correctly matched together %-reh, )777. This approach is much more assessment based and pays limited attention to a clientNs emotional or motivational states. -n essence, the client narrows their occupational search by gaining an understanding of their career aptitude and interests based on one or more vocational interests @ohn /ollandNs subse?uent wor %&'<<1 &'0+ was based on shared psychological features, such as sills and personality. From his testing, /olland eventually came to the conclusion that every person or occupation can be broen down into six categories, nown as ;-$68 codesC %;ealisticIsilled tradesKtechnical occupations1 -nvestigativeIscientific occupations1 $rtisticIartisticKliteraryKmusical occupations1 ocialM educationalKreligious occupations1 6nterprisingIpersuasive occupations1 and 8onventionalIclericalKbusiness occupations.
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$ssessments based on Trait*and*Factor Theory, where a personNs thoughts and behaviors were assumed to stay fairly constant over their lifetime, continued to strengthen as more and more tests were created to match a personNs personality and sills to a specific job. $nother leading theorist for career counseling, @ohn 9rumbolt, developed the social learning theory of career decision maing %&''', based on the idea that the development of career interests is the result of an infinite number of learning experiences. $bilities and emotions %along with environmental and cultural factors either positively or negatively reinforce certain activities. -ndividuals will naturally gravitate toward areas that they feel are emotionally positive or are rewarded by their peersKsociety %9rumbolt, &'''. -n the last few decades, career counseling has evolved from a pure trait*and*factor practice into a form of counseling where assessment results are seen as merely providing pieces of information used to form a more holistic picture of the client that includes defining the individualNs reality through a narrative history with the counselor %Brott, )77&. One of the primary factors in this change is due to the significant differences in this postindustrial age. 8ampbell and Lngar %)773, in their article, it was stated that there is no longer a predetermined path or a logical linear progression from school to the worplace to retirement. ;ather there is an opportunity to design a wor life which is satisfying to the individual and which can be redesigned as needs.
H+torca% O/er/e( o# Parenta% In#%uence on Career Choce
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-t has long been assumed that parental dynamics and interactions play a significant role on their childrenNs career development %Bratcher, &'()1 ingaro, &'(+. $ plethora of research investigations and articles related to parental influence have been published on these topics. /owever, there is still an inade?uate amount of wor to combine these articles or provide the empirical research and analysis needed to understand the depth of a familyNs influence upon a sonNs or daughterNs vocational choice %#histon : 9eller, )773. ;egrettably, less than two hundred empirical studies have been conducted since ;oe first advanced the idea that the family plays a part in individualNs career choice over 47 years ago %9eller : #histon, )77(. This lac of conclusive evidence has led vocational psychologists and career counselors to Pfunction with the underlying belief that people could mae decisions that reflected their own dreams, passions, and talents in the world of wor, unencumbered by family issues, cultural mores, racism, classism, and sexism, %Blustein, )773. ince the &'(7Ns, family therapists and career counselors have unearthed more information about the significant influence parents have on their childrenNs development of vocational choices later in life %9innier, Brigman, : Doble, &''71 2ope : $ndrews, &'(0. 6ven though adolescents actively begin demonstrating their independence from their parents in their high school years, these young adults are still very much dependent on their parents for their career growth. -n fact, parents tend to create the strongest impression on their adolescentNs vocational choice more than any other group including counselors, teachers,
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friends, or even people woring in the identified occupation of desire %Bardic, Bernes, Gagnusson, : #ito, )773. /ans ebald %&'(' uncovered in his longitudinal study on career choices maing among adolescents, that they loo to their parents as well as their peers in e?ual measure but separated which group they would tal to by the nature of the issue. For mundane issues such as what clothes to wear, what social events to attend and who to date1 the peers were the dominant advisors. /owever, when the adolescent re?uired information on topics such as career planning they looed to their parents an overwhelming majority of the time %ebald, &'(', p. '33. 6ven with parents stating that their assistance with their childNs career development is an important parental tas, this influence has continued to be underutilied or even ignored by many schoolNs counselors thereby neglecting one of the adolescentNs most powerful resources. 6ven today, counselors at the college level resist the idea of woring directly with parents when counseling their students, regarding career and academic advising, mainly to avoid possible interference and to protect studentNs confidentiality. $s family systems began growing in popularity during the mid*to*late* twentieth century, #alter Bratcher was one of the original authors to discuss how this theory could be used to gain insight into career decision*maing by young people. /e subscribed to the notion that the family is the most powerful system to which human beings can belong and that the family is constantly fabricating the direction and choices of oneNs individual life, as well as relentlessly feeding bac information over oneNs lifetime %Bratcher, &'(). >oung people, who find a healthy
15
independence from the family during adolescence and young adulthood, may give rise to a more confident career search and experimentation that is needed by individuals to examine possible occupations. /owever, family dysfunction %relationships that are either enmeshed or severely disengaged may hinder an individualNs self*afficacy %belief in oneNs ability to succeed in vocational searching or decision maing %;yan, olberg, : Brown, &''<. Families that are enmeshed are ones in which members are excessively dependent on each other %i.e., have trouble maing decisions on their own andKor relating to others outside their family and families that are disengaged where members are much more isolated and typically lac of affection and guidance. @oseph ingaro %&'(+, another early voice advocating the benefits of family therapy as a tool for counselors in treating career indecision with clients, described how often the problem was not a young personNs attempt to decide between one career choice and another, but it was the actual decision maing that was the issue. For the indecisive person, any decision implies movement away from familiar surroundings %including his or parents, not movement towards a new goal %ingaro, &'(+. /e goes on to discuss how a client, who is undifferentiated %i.e. unable to separate their emotions or the influence of others upon their own decision maing, may have a difficult time maing career choices as he or she cannot separate his or her parentNs expectations versus his or her own goals and expectations %ingaro, &'(+.
1"
$s children begin to transition into adulthood through the formation of their own identity, the more comprehensive view of parental influence regarding the childNs career development is preferred, from a counseling standpoint, as it taes into account the entire context of the adolescentNs decision*maing %Giddleton : 2oughead, &''+. 5arentNs financial concerns and expectations also play a part in their direct or indirect influence on their childrenNs career choice by adding their own biases and attitudes into particular occupational fields %Pyou need a job at a big business, not some nonprofit company helping the poor if you want to have a family in the future. $dditionally, parents must also be aware of their indirect communication they are sending to their children %;ainey : Borders, &''0. -n the case of career education, what the parents do and how they act is a much more powerful influence on the adolescent than what they say. Furthermore, the young adultNs understanding of his or her parentNs expectations will influence their own career decisions, depending on whether the adolescent feels the need to go along with their parentNs views or to rebel against them %Gau, /itchcoc, : 8alvert, &''(.
I++ue+ re%ated to career choce+ . !ocioeconomic !tatus
-f one were permitted only a single variable with which to predict an individualNs occupational status, according to chulenberg, Eondrace, and 8router %&'(3, Pit surely would be the socioeconomic status of that individualNs
1-
family of orientation. This statement is based on the concept that parents from different social classes develop their own social and cultural values based on their current social class. The parents subse?uently pass on these social class values to their children preparing them for a similar occupational roles within that particular class structure. ocioeconomic status is defined as a familyNs current income, the parentNs current occupation%s, the status associated with their occupation, and the parentNs highest educational level %Brown, Fuunaga, Lmemoto, : #icer, &''<. $s Brown and his team %&''< pointed out, social class affects occupational choices by providing tangible resources %money, transportation, higher ?uality schools, etc., as well as the values and expectations, of that social strata on their childrenNs career choices. 8arrying this concept even further, whereas middle*class parents generally emphasie initiative and autonomy, those parents from the lower economic classes tend to encourage conformity. These lessons translate into what early wor experiences the youth may have, what sills they develop, and eventually the inds of wor they will do as an adult %Bryant, vonovic, : ;eynolds, )77<. $n additional variable that occurs as a result of a familyNs socioeconomic status is the financial stress that parents will feel more often in a woring*class or lower*class environment, which may translate into more conflicts about careers between the adults and the adolescents %8onger, =e, 6lder, 2oren, : imons, &''3.
1
#einger %)777, after analying the responses of 4*&3 year old students from families that were classified as middle*class or poor, found that those from middle class valued their parentNs income, felt it would help them obtain their professional career, and saw themselves in similar professional roles as their parents. /owever, the low income students did not feel their parents would naturally finance their education, nor did they have high*level, professional careers images of their parents after which they could model themselves. $lthough this study is not directly focused on young adults, it does convey the early messages that children adopt about their career options, based on their parentNs influence from a socioeconomic viewpoint.
". #ender and $areer $hoice Issues
The word Pgender is defined as the behavioral, cultural, or psychological traits typically associated with one sex according to the Gerriam*#ebster Online Aictionary %)77' and provides the foundation for this section on gender related studies within the career development field. P=ender role socialiation is one of the earliest, and thus potentially one of the most powerful, forms of socialiation.
B) Loca% Lterature
everal factors affect students’ choice of course in college. One of this is family related factors. tudy revealed that Filipino immigrants and non* immigrants rely heavily on their family’s decision*maing.
1/
tudents cope by following their parents’ advice. They also have to cope with an expectation of financially supporting the family upon completing their education. tudies from other $sian countries also show parents’ impact in decision maing of students when it comes to students’ course preference %ayay, )7&&. $nother study highlighted that parental involvement have positive impact on /mong K Gong adolescents’ education and career choice %Thao, )77'. Furthermore, it is reported that parents are deeply involved and influential to their high*achieving children’s college choices. The report also found open houses, dialogue with college friends, alumni, and admitted*student programs are extremely influential to students. The report claimed these sources are not well nown, but very powerful to student’s decision maing for their college. The study also found )
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that will not cost much money, but at the same time, are stable sources of income. 8areers in nursing, accounting, and engineering are highly popular for Filipino families %aysay, )7&&. These writings discuss that the family decides in what college course students should tae is also associated with the financial status of the family. $side from family related factors, economic factors which includes the employability and availability of job in the future is also considered by students. 6mployability, i.e., the realistic feasibility of being employed in a stable job, then becomes an important factor in career decision*maing. 8oming from a collective culture, immigrant parents and children see careers that will support the whole family. Goreover, it is found that $sian $merican men and women tend to be more interested in technical fields, the physical sciences, and non*enterprising business positions over artistic, social, or socially interactive business careers %2eong, )773. $side from economic factors, exposure of students to career related technical and academic subjects also nown as elective subjects in the 5hilippines also helps in students’ decision maing in career choices in college. -t was revealed that career technical 6ducation %8T6 was perceived positively by middle school and high school counselors in Tenessee, and the need for career awareness should begin in a student’s early years before high school. /owever, there was a difference in perceptions of 8T6 by middle school and high school counselors. Both middle school and high school counselors felt that 8T6 teachers should have nowledge, sills and a teaching license %Finlayson, )77'.
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chool counselors felt that they did not have enough time to provide career counselling to students. Being informed and ready to choose a career focus area in a student freshmen year could help mae the transition from middle school to high school easier thus help prevent the student from dropping out of school before graduation. On the importance of integrating the academic curriculum in students’ preparation for a college course choice, it is explained that academics should be integrated with career*focused courses so students can see practical application for the academic courses such as mathematics, science, reading and writing %5lan, )77&. 5ersonality and interest are not the only criteria for choosing a career.
C) &ore"n Stude+
The first factor in career choice* environment may influence the choice of a career among students. For instance, a student who lived in an island may choose a career dealing with water, or they may opt to leave the island behind, never to have anything to do with water again. Gaybe someone in the student’s life has made a significant impact or impression, leading to a definite career choice. 5arents’ educational bacground may influence student views on whether or not to continue their education. omeone they saw on television may have influenced the student may have influenced the student, or parents may have demanded that they assume a family business. These are various environmental factors that would lead a student to a chosen career.
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/ow students have seen themselves in a role in which personality is a determining factor may influence a chosen career. ome careers demand that you have the personality to match the ?ualities of the occupation. For example, sales people have to be outgoing. plaver %&''0 said !5ersonality" plays an important role in choosing of the right career. $ student’s personality must be self*motivated type, as to investigate career possibilities from early on in their lives, and not the procrastinating type that waits until they are compelled to decide. tudents must tae seriously the role grades play in limiting opportunities in the future. plaver went on to say, !-t is important for you to have good understanding of yourself, your personality, if you are to mae intelligent career plans" %plaver, &''0. -n an attempt to see how students too advantage and followed through on opportunities, the researcher interviewed Lniversity #isconsin*tout’s $ssistant Airector of $dmissions, Barbara Tuchel, who indicated that students tae the path of least resistance to enter the university. -f a parent had exerted enough pressure on the student to enter a particular career field and the student had no current plans, then students followed their parents’ suggestion. Tuchel thought that students should be thining about career decisions in their senior year of high school. -t should become apparent at that time that the student will have to do something. Tuchel stated that the environment plays a large part in a students’ career choice. tudents traditionally stay at home to either obtain education or start employment. Tuchel mentioned that marriage also played a large path in career decisions. he stated that the economics of marriage either
23
solidified the commitment to go on higher education or stopped career plans short, depending
on
the
stability
of marriage
%B.@.
Tuchel,
personal
communication, @une &(, )77). $ study on career choice in 6thiopia by tebleton %)770 indicated that the students had external locust of control and believes that there are numerous external factors which influence their career choice. The external factors include1 political and economic considerations, previous and wor experiences, and the influence of ey individuals in a person’s life. 5ummel, /arwood, : 2avallee %)77( reports that external influences that helps to shape on individual’s career choice are also influenced by significant others through social support from peers. -n a study by Ferry, Datalie %)77<, young adults through interaction with the context family, school and community learn about and explore careers which ultimately lead to their career choice. One consistent finding in research suggests that adolescent’s own aspirations are influenced by their parents’ aspirations or expectations. 5arental support and encouragement are important factors that have been found to influence career choice. 8hildren may choose what their parents desire simply to please them %Taylor, et.al. )773. $ccording to Oyamo and $moth %)77(, studies in 9enya show that rural students tend to see help from parents more than urban students and that parents more than teachers play a major role in the career choice of students.
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=enerally, the choice of a career is influenced by parents, friends and counselors. ;egarding career aspirations, #ilson and #ilson %&'') found male adolescents aspire to higher level careers than female adolescents, which was consistent with much of the findings completed around similar studies over the past few decades %ONBrien, Friedman, Tipton, : 2inn, )777. This may be due to early socialiation where boys, Pgenerally perceived that school activities were beneficial in relation to career planning, engaged in career planning earlier than did girls, and were more active in it than girls. 5art of this perspective may come from the routine socialiation of women who are constantly and consistently exposed to messages that her life should revolve around caring for a family and her career plans are secondary %8oo, /eppner, : ONBrien, )77). $lthough womenNs career choices have increased dramatically since the &'<7Ns and &'07Ns %/aim, )77<, women still find their occupational choices limited, in comparison to menNs choices %=adassi : =ati, )77'. Lsing a sample from pre*school aged students to high school seniors, GcGahon and 5atton %&''0 surveyed 44 young people on their perceptions of wor and their nowledge about influences and gender differences. They found that both males and females, from 3 years to &( years old, consistently presented gender*stereotypical perceptions of occupations in certain industries. Boys were found to be especially critical of other boys who were woring in
25
stereotypical female jobs %e.g. a male coo or male nurse %GcGahon : 5atton, &''0. 9niveton, in his )773 research, discussed how parents are the ones providing the strongest influences on their childrenNs career development through support and advice related to their own experiences. 8iting previous studies %8reed : 5atton, )77+, 9niveton believed in the theory that not all people feel they have free choice when it comes to choosing a career %i.e. a lac of direct control over their lives. /e used a relatively short ?uestionnaire. The items were all measured with 2iert type scale responses to interview +3( young people to help explore who these young adults felt were helping them with their career exploration. The data were examined, first, through the whole sample and, later, were subdivided to examine the results through birth order and gender. The study demonstrated that males, more than females, were interested in obtaining a job but that most other considerations were about e?ual between the two groups. The results of 9nivetonNs study also showed that parents had a much larger influence than that of the teachers, with the same sex parent being the most influential over the adolescent.
D) Loca% Stude+
The matter of choosing a career in the 5hilippine setting is clearly a family affair. Gost studies on career choice reveal the crucial role of parental influence
2"
in the career choices of Filipino adolescents. This reflects the high value Filipinos place on close family ties to the point of maing sacrifices for the family welfare %=o, &''3. -n a study conducted by $lmerio %)77+, it was found out that a big picture of big family with low educational attainment and inade?uate investment was the sole foundation of choosing a course, which was psychologically motivated. The respondent’s level of preferred intelligence did not m atch to their chosen course. This could be drawn from the re?uired level of the course in contrast with their level of preferred intelligences. The necessity of developing a career development program was need in order to prevent any misfits and to assist students in the process of crystalliing their career in life. he recommended that this program b effectively implemented. -n a related study conducted by iguan, @r. %&''3, it was found out that the student’s self*concept showed no significant influence on their career preferences. The academic achievements of students proved to be significant related to their career preferences. The school where students came from has no influence on their choice of career. /e recommends that a more improved and functional guidance provided in school to help students mae sound career choices. iguan, @r. %&''3, reiterated that the guidance services in school must be collaborative efforts of the administrator, guidance counselors, and teachers. 8lassroom teachers are encouraged to perform their best in improving teaching* learning processes, considering that academic achievement of student influences their career preferences.
2-
$ccording to the study of 5abiton, %)770, it was found out that interest, abilities, sills and values are the most influential factors towards a chosen occupation. These imply that lie other graduating students from high school, the participants seemed to have chosen occupation. 5abiton %)770 also noted that the students be given all the chances to learn and develop the sills and attitudes re?uired for various occupations. 5abiton %)770 further recommends that career counselors could give more emphasis on this environmental factor during individual and small group career counseling. $ccording to the study of alaar*8lemena %&''), career counseling in the 5hilippines show common reasons for the curricular choices of college and high school students1 their interest in the field, opportunity for employment, personal or family welfare, financial returns, and influence of role models I mostly family members. $gana %&'() cited other factors that emerged in more recent studies include prestige, admiration, status, ability, influence of media, security, peer and family influence, and opportunity to go and wor abroad. $ccording to 6lmer %&'(', as cited by oriano, $.. and ;oces in their study, career planning is life goal*setting. #ithout such a plan, it is lie maing a journey to an unfamiliar destination without a map. /e proposed a 8areer 5lanning =uide that will help the students in choosing their appropriate course from planning a career, steps in planning career, goal*setting and self*
2
understanding. $lso, it reveals that guidance and counseling is intervention of underemployment of individuals, thus, career preparedness must be initiated.
Chapter 0 RESEARCH METHODOLOG
This part presents the accompanying instruments that will be used in the study to include the method of research, the locale and respondents of the study, data gathering procedures, sampling procedures and the statistical tools that will be utilied in the study.
2/
Method o# Re+earch U+ed The study attempts to assess the effects of parents’ occupation on the
course preference of fourth year students of Baggao Dational /igh chool. The descriptive method of research shall be utilied. This method of research according to @ac 9. Fraenel and Dorman 6. #allen %&''+, p.)(0, describes an existing relationship between variables and the degree to which two or more ?uantitative variables are related and it does so by the use of a correlation coefficient, similarly, 8onsuelo =. evilla, et.al. %&''7, p.&&&, also states that this design helps one determine the extent to which the different variables are related to each other and the population of interest. Loca%e o# the Stud$ This study shall be conducted in Baggao Dational /igh chool , a public
=eneral econdary chool. BD/ is headed by a econdary chool 5rincipal --and assisted by two %) econdary chool /ead Teacher ---. The school has Fifty Three %4+ permanent teachers %Gaster Teacher -- I ), Gaster Teacher - I +, Teacher --- I )0, Teacher -- I 3, Teacher - I &0 and one %& 2ocal chool Board* Funded teacher. Of the total teacher populace, six %< have earned units in Aoctoral Aegree, thirty nine %+' has graduated from the Gasters Aegree, and &7 others are currently enrolled in their masters degree. The school liewise has its Booeeper, Aisbursing Officer and =uidance 8ounselor I all with a permanent status of appointment. The Baggao Dational /igh chool, together with the support of its staeholders, is greatly pole vaulting to the next higher of level of accomplishments in almost all avenues of the educational system. Thus, the school has facing the challenge to continue its commitment to enforce its vision I
30
committed to a culture of excellence providing services of educating potential in a value laden, collaborative, and cooperative learning experiences thereby enabling himKher to become independent, responsible, =od*loving and patriotic citien of the country. The school liewise pushes its way in galvaniing its mission I that is to provide education that is e?uitably accessible to all Baggaoe os and lay the foundation for lifelong economic, political and social aspects of progress and development. The vision and mission stand firm in meeting the demands of the academe amidst challenges of the 9*&) Basic 6ducation 8urriculum. BD/ remains focused and will remain committed to serve its clientele I the learners.
26=6DAC 8olor represents the school site %i.e. Barangay where the respondents are studying.
Re+pondent+ o# the Stud$ The respondents of the study are fourth year students of Baggao Dational
/igh chool. The seven sections of the fourth year with an enrolment of +&4
31
students shall be the subject of the study. Out of the +&4 fourth year students, the researcher will pic in random about &0< students to participate in the study. Table & shows the distribution of respondents of the study. Ta*%e 1 Aistribution of ;espondent tudents by ection
Actua% Enro%'ent
D+tr*uton o# Re+pondent+
cience 8lass
)+
&+
Fourth >ear * &
3(
)0
Fourth >ear I )
4)
+7
Fourth >ear I +
30
)<
Fourth >ear I 3
30
)<
Fourth >ear I 4
3'
)0
Fourth >ear I <
3'
)0
+&4
&0<
Secton+
Total of respondents
Sa'p%n" Procedure The target population for this descriptive*correlation study consisted of
&04 students randomly piced out of the +&4 fourth year from the seven %0 fourth year sections of the Baggao Dational /igh school in Baggao, 8agayan. -n a given time, the researcher shall conduct the survey through the assistance of the class advisers. The researcher shall coordinate with the adviser for the retrieval of the accomplished ?uestionnaire and submit lately to the researcher for the immediate analysis and treatment of the data gathered as stipulated in the ?uestionnaire.
Re+earch In+tru'ent
32
The researcher will conduct a survey as a research instrument in gathering data. The ?uestionnaire shall be distributed to all student*respondents through their class advisers. The survey shall include demographic ?uestions concerning the fre?uency of the parents’ educational attainment in terms of occupation and course preference of student*respondents, the influences that affect the respondents’ preferred course and the factors that affect the respondents’ career choice. The researcher will use the &*4 scale, & as the lowest and 4 as the highest. The ?uestionnaire to be used in this study is patterned from the study conducted by $tiena, ;.G., ilvestre, @.A., Tacsay, /., and Torres, G.$. F. entitled ! The %ffects of &arents’ 'ccupation on the $ourse &reference of the (ourth )ear !tudents of *ogationist $ollege, !chool )ear "++-"++ . ' need
to see t&e uestionnaire frst beore ' can gi)e a substantial explanation on t&e ite!s included and !odifed to suit t&e state!ent o t&e proble!.
8hanges in some portions will be made to suit the needed data intended for this study. Data Gathern" Procedure+ The researcher, by the second wee of @anuary, )7&3 will write letters of
re?uest addressed to the secondary school principal and the class advisers of fourth year classes for the floating and distribution of ?uestionnaires attaching therein the ?uestionnaire to be used. $ re?uest letter shall also be prepared
