CHAPTER 1

THE PROBLEM

Introduction

Family is an integral and indispensable part in the life of every human being.

This is the community which everyone first belongs and had learned many ideas in the

world. Family is not a mere structure that serves as our reference and origin of our

personalities and blood lineage. It is a place where we are protected from danger,

trouble, and the likes. According to American College of Pediatricians (2013), 'parents

provide the foundational role of support, nurturance, and guidance for their children.'

Nevertheless, in family context, there are inevitably arising and emerging issues and

problems. Every person has flaws and so does every family. These common problems

include the arguments for some times; parenting decisions or fighting between parents

especially on how to raise the kids well; and the balancing between home and work life

where couples are forced to be apart for the sake of gaining income for the family.

Most of the family members have tough and heavy conversations when it comes to

doing household chores. Nobody enjoys them, thus adding fuel to the fire on each

member's dispute. These are but the usual and typical problems commonly observed

inside the family. Apart from these, there are more crucial and sensitive issues that

affect not just the family but other sectors and structures of the community.

One of the hottest and not to be taken for granted issues especially in

present age is the dilemma in teenage pregnancy. According to Save the Children's

Global Childhood Report (2019), teenage pregnancy affects 5.99 percent of Filipino

girls which is the second highest rate in SE Asia. An estimated 538 babies are born in

Filipino teenage mothers every single day (Philippine Statistics Authority, 2017). This

phenomenon may not just affect the teenagers themselves but the other entities and

sectors as well. Most probably, it will affect the family from which these teenagers rely

1
especially because of their immature physical, financial, emotional, and social

capabilities. On reciprocal, since family will be the nearest resort of teenagers who got

pregnant or impregnated someone, this research study focuses on identifying the

contributory factors in the family context which lead to teenage pregnancy. If the

family is the greatest source of comfort for some children, it can also be the largest

outlet of the children's stress and struggles in life. Research workers, theorists, and lay

critics of society have produced a substantial body of literature in which many types of

negative consequences have been traced back to stressful family situations or to

particular types of family structures (Croog, 1970, The Family as a Source of Stress).

These include mental illness, psychosomatic disease, delinquency, economic

dependency, political radicalism, and immorality (Chen and Coob, 1960). The

researchers, because of that certain points, want to explore and delineate the factors

exclusively in the family context contributing to the continuously and ever-growing

issue and cases of teenage pregnancy, by using adequate and proper tools and sources

of information.

The observations of the researchers also served as one of the useful tools in identifying

the factors in relation to the increasing cases of teenage pregnancy. In the family

context, the researchers will foresee how family structures, dynamics, and processes

influence the teenagers to engage in this problematic situation. Alongside, the family,

particularly the parents are the primary source or provider of love, affection, and

comfort needed by the children. On the other hand, life in a modern society has a big

role to play in the occurrences of teenage pregnancy. Slowly vanishing are those days

when parents are so focused and vigilant in raising their children, that they are really

up to protecting their children from disgrace and preventing any activity that will

destroy their children's future, and securing that every aspect of the child's habitation

will be met such as financial, moral, emotional, intellectual, social, and physical needs.

The society is fastly changing and as time passes, parents must contend with the
2
challenges and reforms that occur in the society including children's environment and

activities. Whatever stuffs are inside of a family will quite affect the teenager's

development particularly sexuality as it is the very first and most intimate and close

community to the child or teenager. For instance, lack of parental guidance and advice

may result for girls to engage in sexual activities in exchange for money. With respect

to parental and family status, many studies consistently show that living with a single

parent is related to adolescents being more likely to have sexual intercourse that may

lead into teenage pregnancy (Miller, Benson, & Galbraith, 2001). In relation to this,

several investigators have gone beyond the bivariate relationships to show that single

or divorced mothers have more permissive sexual attitudes (Thornton & Camburn,

1987), lesser parental supervision, and parents' own dating activity. Whitbeck, Simons,

& Kao (1994) helps explain why adolescents in some single parent families are at

increased risk of pregnancy. This study will be conducted to deepen the understanding

of the researchers themselves about the familial context of this issue and to have clear

ideas in the part of the family members of what is the possible root, and who are the

people included in resolving this kind of societal issue. This also aims to raise

awareness and reveal certain efforts and interventions to alleviate this widespread and

serious issue faced by most of the teenagers and the families.

Statement of the Problem

This study is trying to inquire the factors contributory to teenage pregnancy in

the context of family. Specifically, this study is attempting to find answers to the

following questions:

1. What is the identifying information of the respondents in terms of:

A. Age D. Civil Status (for parents) G. Family Income

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B. Sex E. Educational attainment H. Interests

C. Religion F. Occupation (for parents)

2. What are the contributory factors of teenage pregnancy along family context in the

areas of:

A.Parenting style of the parents D. Family structure

B.Beliefs and practices E. Reproductive health knowledge

C.Economic status

3. What measures could be offered to address the phenomenon of teenage pregnancy

along family context?

Scope and Delimitation

This study will identify the contributory factors along family context which lead

to teenage pregnancy. The key informants will be the parents and selected teenagers

themselves to identify other important circumstances and issues in the family that bring

out adolescents' initiation to engage in sexual activities, early marriage, and even

becoming impregnated at the young age.

Some main factors that are specified include parenting style of the parents,

beliefs and practices, economic status of the family, family structure, reproductive

health knowledge of family members particularly the parents, among others. Under

these main factors contain specific and small phenomena which may give detailed and

particularized reasons causing teenage pregnancy along family context. The result of

this study will enable the researchers to formulate possible interventions that can be

specially used to help in interceding with, lessening, and solving issues of teenage

pregnancy. Addition to this is the study of defining the other side which are the
4
parents' perception and their coping strategies and mechanisms in handling this kind of

issue in the family. The respondents mainly will be the pregnant teens and/or teenage

mothers that will be selected based on the record of City Health Unit of Tabaco City.

The researchers choose Tabaco City as place for the conduct of research for their

convenience and their localities are adjacent to the said place.

Significance of the Study

The researchers believe that the result of this study will be beneficial to the

following entities:

Respondents- They are the primary beneficiaries of this study particularly the

teenagers who are most vulnerable to early pregnancy, been sexually active, or even

those who are currently conceiving a baby. By this study, they may acquire knowledge

of the possible interventions that can be made to lessen and mitigate unplanned and

early pregnancies; make them realize the consequences of it to their lives, to their

family, so as to the society. This research will also benefit them in a sense that after

knowing the contributory factors in the family, they can ascertain the adjustments

needed to be done especially in their behaviour and relationship with family members

and other important facets.

Parents- They are the ones most accountable in molding the characters of the

children as well as influencing their behaviours and monitoring their activities. This

research will serve as a guiding light that highlights and reminds the parents of their

duties and responsibilities for their children so as how it can lead for teenagers to

engage in risky activities if neglected. By obtaining more knowledge from this research,

and more time especially in discussing to the teens important matters, be it in their

5
interests, schooling, relationship with friends and opposite sex, and to avoid teens to

do jeopardizing activities like premarital and unsafe sex.

Family Advocates Club/Family Oriented Organization- The results of this

research study may help the family-related organizations in formulating ideas and

programs intended to address problems in relation to teenage pregnancy using the

family context and their coordination with the family members by utilizing other known

family approaches and methods. By knowing the contributory factors of family in the

issue of teenage pregnancy, they may focus on specific area/s in the family that will be

needing interventions that mitigate the effects of this issue and eventually lessen and

disintegrate this phenomenon in the way of every family, vulnerable teens, and society.

Government- In the long run, the success of this study will be beneficial to the

Government particularly in the sector of health. When the results are well disseminated

and used by other professionals and scholars, clearer and specified programs can be

pursued to seriously and sincerely put this issue into national and global awareness and

by that, the Government will have less baggage and problem especially that this event

mainly contribute to poverty and increase of population which in turn, affects the

economy of the country.

Families- Generally, in families, this study will help them to grow not just as

individuals but as primary group that greatly affect every family member that soon to

become an autonomous being. Whatever the results of this research, collectively, the

parents and the children will be enlightened by the consequences of their affairs inside

the house, set-up, relationship with one another, planning and decision-making, etc.,

for these will serve as great determinants to the probability of each member to be

involved in either detrimental or beneficial activities. They will be reminded of their

roles andresponsibilities toward each other and by being aware of every member’s

6
needs, they can anticipate and impede the occurrences of issues like that of early and

unwanted pregnancy.

Department of Social Welfare and Development (DSWD)- This is the largest

social welfare agency in the Philippines which perform multiple functions in relation to

social welfare services and has several branches around the country. Thus, the result of

this study will help DSWD in the process of identifying the possible factors encountered

by teenagers that prompted them to engage in early sexual initiation and teenage

pregnancy in terms of family context. This may be a helpful tool for them especially

when conducting surveys about the cases and causes of teenage pregnancy.

Future researchers- The whole study will provide various help to the future

researchers who are going to conduct research in line with this topic. This will give light

to their studies as it may contain information to be their reference.

REFERENCES
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1. American College of Pediatricians (2013)

- American College of Pediatricians (2013). The Roles, Responsibilities and Rights

of Parents. Retrieved at: https://www.acpeds.org/the-college-speaks/position-

statements/parenting-issues/the-roles-responsibilities-and-rights-of-parents

2. Chen & Coob (1960); (Croog, 1970, The Family as a Source of Stress)

- Sydney H. Croog (1970). The Family as a Source of Stress

3. Miller, Benson, & Galbraith, (2001)

- Miller, B. C., Benson B., & Galbraith, K.A. (2001). Family Relationship and

Adolescent Pregnancy Risk: Aresearch Synthesis. Developmental Review, 21, 1-

38.

4. Philippine Statistics Authority (2017); Save the Children’s Global Childhood

Report (2019)

- Save the Children (2011). Save the Children calls on the passage of Teenage

Pregnancy Bill as the world celebrates International Day of the Girl. Reliefweb.int

5. Thornton & Camburn, 1987

- Thornton, A., & Camburn, D. (1987). The Influence of the Family on Pre-Marital

Sexual Attitudes and Behavior, Demography, 24(3), 323-340.

6. Whitbeck, Simons, & Kao (1994)

- Whitbeck, L. B., Simons, R.M., & Kao, M. (1994). The effects of divorced

mothers dating behaviors of their adolescent children. Journal of Marriage and

the Family,56(3), 615-621.

CHAPTER 2

8
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which provide

the needed information for a substantial background. Synthesis of the state-of-the-art

and gap bridged by the study are presented as well. The theoretical and conceptual

frameworks are likewise presented showing their respective paradigm.

Related Literature

The review of related readings and literature is important to gain insights and

information that have relevance with the present study. These provide the researcher a

background of the study.

According to the article from Child Abuse Prevention, Treatment & Welfare

Services, child’s development happens physically, emotionally, socially and intellectually

during this time. In a sense that if you are constructing a large building, you have to

make sure that it has a solid foundation so that the rest of the building can stand firmly

and strong for many years to come. If the foundation is not strong, the building will

have a trouble standing on it’s own. Just like people, if the foundation is not solid, they

find it more difficult to be successful to the relationship with others, work, health, and

to themselves. Child’s development depends upon the contribution of their social

environment. For we know that learning comes in many forms but one thing is that

learning starts with the family at home. Sometimes children learn by being told

something directly. However, the most common way children learn is by observation in

everyday life, and how the adults revolved around their family. In relation to the child’s

learning, behavior and socialization are most influenced by their family since the family

is the child’s primary social group.

9
 The American Academy of Child and Adolescent Psychiatry (AACAP) suggest that

providing a safe and loving environment to a child, creating an atmosphere of honesty,

trust and respect and by putting their mind the importance of rules are the efficient

way to avoid and/or lessen the expansion of teenage pregnancy. Teens still need rules

that can help them in many ways, it’s not a sign of being strict, it is a greatful reminder

that they need to be aware and cautious with their actions before it’s too late.

Research workers, theorists, and lay critics of society have produced a

substantial body of literature in which many types of negative consequences have been

traced back to stressful family situations or to particular types of family structures.

These include mental illness, psychosomatic diseases, delinquency, economic

dependency, political radicalism, and immorality (Chen and Cobb, 1960).

Numerous classifications have been developed specifying types of crisis,

problem, or stressor situations that occur in families, some of which develop from

external sources, some of which originate in the family itself (Burgess and others,

1963; Farber, 1964; Hill, 1958; Hill and Hansen, 1962; Spiegel, 1957).

Whitbeck et Al, (1992) reported that a lack of parental support was related to

depression for teen males and females, low support from parents also was associated

with greater propensity for alcohol use, which was more strongly associated with early

sexual activity of teen males than females. Both daughters and sons who viewed their

parents as being unsupportive were likely to report depressed moods and use of

alcohol, but depression influenced sexual behavior for daughters, while alcohol use was

more strongly related to the sexual behavior of sons. They believe that with the help

of their friends and their intimate peer relationship can help to alleviate and lessen the

problem they encountered to their parents and family. The more intensive association

with sexually active peers reflect depicit or void left by weak bonding to their parents.

10
 Feldman and Brown (1993) added that increasing peer group interaction is one

of the leading likely mechanism for the link between parents/children relationship and

risky adolescent sexual behavior. Apparently, the negative influence of peers is

intensified for both male and female adolescents with poor or distant relationship with

their parents. If daughters perceive that their parents disapprove of contraception and

committing to intimate relationship, then daughters turn to peers, especially female

friends, for helping in obtaining a method of contraception and allowing them to follow

what their feelings desire.

Herman et. Al (1994) wrote that parental monitoring, supervision, and rules are

theorized and usually reported to be related to lower levels of adolescent problem

behaviours of various kinds. It shows that parents’ supervision and monitoring of

children is related to adolescent sexual behaviours in ways that would lower their risk

of pregnancy (not having intercourse, later sexual debut, or having sexual partners).

When parents and chidren are having a proper connection to each other, the

pregnancy rate will be lessen in a way of spending time with them and by letting them

know how much you value them. He stated that when you encourage them to talk to

you and by listening them and understand their feelings. Establishing a loving

relationship from the start can help you and your child through the bumpy teenage

years.

Jensen et. Al., (1994) cited that teen caring about parents’ feelings inversely

associated with teen ever having had intercourse. Teaching teens respect, love and

care to other people’s feeling takes effort, but you’ll be so glad you invested the time

once you witness the results. The study pertains that when a child is fully aware about

their situation, he/she may able to stay away from people that can break his/her

parents’ heart. On the other side, other teens choose to engage in sexual intercourse

for some reasons because the love and support they wish from their parents are not

enough for them, they mostly go to their peers and sexual partners to pent up their
11
feelings than to their parents. They think that their parents often find themselves

noticing only the problems and other unlawful action of their children. They only get in

a habit of giving mostly negative feedback, criticism, and high rejection so the result of

this is creating a huge gap between them and their children.

Ramirez-Vallez et. Al., (1998) suggested that parents/child involvement also can

influence teen sexual behaviour indirectly by providing youth with opportunities to

develop prosocial skills and acquire a sense of competence and worth. He stated that

when a child enter to his/her transition period from childhood to adulthood the desire

to be independent arises, so in this case the parents must give the proper guidance by

giving them ability to build their confidence and self-esteem, supporting them

emotionally and teaching them resilliency. By giving mutual love and trust to each

other, children will learn how to discover themselves and allowing them to realize the

thing that can help them to be a better person.

Parent-child relationships affect the likelihood of sexual initiation, substance use,

and depression among adolescents (Lezin, Rolleri, Bean & Taylor, 2004).

Neema et. Al., (2006) mentioned in their study that living apart from parents

and guardian was one of the risk factors for early sexual initiation and being absent of

parents or family disruption increased the odds of adolescents’ adverse sexual health

outcome. Parents serve as the main builder of having strong foundation of the family

as they support each others in different aspects. The nature of parents is to love their

children unconditionally. When children are small, parents dilligently attend to their

needs, giving the best of care. Parents delight to see their children achieve worthwhile

objectives in life. All these and much more are the privilege and duty of parents

towards their children. When the foundation of the family got broken, many instances

can affect child’s development in their personality, the relationship of the family, and

even their lives. Some teens that have a broken family lost their value in his/her life.

12
Some loses hopes that they don’t have the interest to make their life be well because of

too much emotional impact to them. There are many cases that in early age, they are

pregnant because of the situation, they rebel and they seek attention from others,

that’s why in early age they are in a wrong pathway.

An analysis of the 1997 to 2003 National Longitudinal Survey of Youth found

that cohesive family environments (e.g. communication, attachment, monitoring)

reduce risky sexual behaviour (Manlove, Logan, Moore, & Ikramulla, 2008).

Kim (2008) indicated that parental influence is an integral force in preventing

teenage pregnancy. Several themes which were found across various literatures include

the following: (1) the intact family structure is associated with delayed and reduced

levels of teen sexual activity and reduced risk of teen pregnancy, (2) Parental

disapproval of teen sex, specifically teens’ perceptions of their mothers’ disapproval, is

linked to delayed sexual activity and reduced risk of teen pregnancy, (3) Higher levels

of parent-teen relationship and a strong connection between teens and their mothers

are associated with delayed sexual initiation, (4) Greater parental monitoring and rules

which appear to be correlated with reduced teen sexual activity through the evidence is

mixed, and (5) The evidence on parent-child communication, in general or specifically

about sexual issues, is mixed. Here, the relationship may vary by the content and the

degree of discussion as well as other factors.

Related Studies

Kim Ridger, Harper, & Young (1974) said that teens look to their parents as role

models and very often reproduce their behavior. Therefore, it is not surprising that
13
teens are more likely to initiate sex and become pregnant if their parents are having

sex outside of marriage, cohabiting with romantic or sexual partners, have had a child

outside of marriage or gave birth as an adolescent.

S. L. Jessor et. Al.(1975) suggested that the adolescents who perceived that

they have a little parental support and do not communicate well with their parents are

more likely to be sexually experienced.

S.F., Newcommer et. Al. (1983) on the other hand conducted a study about the

Adolescents Sexual Behavior and Popularity. The study found out that higher level of

family communication has been associated with a higher level of sexual activity

because the child misunderstands the information or attitudes transmitted by the

parent. In addition, family communication may have little effect on early initiation of

sexual activity since many adolescents may already be sexually active by the time the

communication takes place.

The structure and organization of a family is seen as contributing to early sexual

initiation, and secondly to teenage pregnancy. The type of structure which is most

commonly problematized is the single-parent, female-headed household. Van

Coeverden de Groot and Greathead (1987), in their sample of 265 white teenagers

attending the teenage clinic, found that of those who had first experienced coitus at

under 17 years, 37% came from single parent families, compared with 12% of those in

whom coitus was delayed until 19 years.

S.Hofferth et. Al. (1987) conducted a study, a two associated areas as it relates

specifically to adolescent sexuality and reproduction. These are the family

communication and the physical proximity of the parents and children. The study

focuses on communication between parents and adolescents and asserts that such

communication is essential in transmitting values, attitudes and knowledge.

14
 Communication patterns in the family have also been hypothesized as

contributing to teenage pregnancy. Anagnostara (1988) found that adolescents coming

from families with closed patterns of communication (as reported by the adolescents)

are more likely to have what she sees as attitudes conducive to early child-bearing than

those coming from families with open communication patterns.

Blom (1989) studied 24 pregnant adolescent women resident at homes for

unwed mothers, and a control group of girls from a high school in Bloemfontein, using

a questionnaire on family functioning. She concludes that pregnant adolescents

experience their families as significantly less functional than do non-pregnant

teenagers. The dysfunctionality is restricted to poor control of behavior by the parents,

unclear ethical standards and social values within the family and less encouragement to

autonomy.

Various researchers have drawn attention to parenting styles. Brits (1989)

postulates that an autocratic or permissive upbringing can result in the teenager

rejecting what he considers to be acceptable norms and values relating to sexuality.

Turning to teenage pregnancy itself, Boult and Cunningham (1992b) found, in

their sample of 145 pregnant teenagers, that 35.9% lived with their single parent

mothers, 18.6% with kinfolk, 4.1% with siblings, only 3.4% with single parent fathers.

They conclude that family “disorganization” is associated with black teenage

pregnancy. However, it mentioned black teenage pregnancy because this is a South

African Research.

Billy & Breuster (2002) suggested that the family members of an

adolescent exert considerable influence over his/her behavior. Many aspects of family

life influence a teen’s decision to become sexually active, use contraception, or

continue with pregnancy. Socio-economic status, family structure, parental attitudes,

parental communication and support all play important roles in a teen’s decision-
15
making. Children with parents of low educational attainment, occupation and income

are more likely to enter into intimate relationship at an early age, not use contraception

consistently and become pregnant or cause a pregnancy. The values and behavior

demonstrated by family members regarding sexual risk taking and early child bearing

influence.

Simmons (2006) mentioned to her study that majority of the teenagers who got

pregnant do not engage in marriage due to physical, psychological and financial

instability. According to her, some of her participants stated that being in the situation

of early parenthood is very life-changing. The aspiration to have a better life and their

dreams has changed due to the burden and struggles they experienced in life.

Meale, et. al (2008) stated that a daughter of a teenage mother have an

increased tendency for early child bearing, and will continue the intergenerational

situation that leads into poverty. Knowing that a child is influenced by their behaviors,

attitudes, and ideologies, the child will heavily learn what they see from their parents.

East P.L et, Al (2009) studied about family history and it shows that older sister

have the greatest influence on the younger sister of having a teenage pregnancy. This

study is based from the approach of Bandura's Social Learning Theory which indicates

that most human behavior is learned through observation and learning. From observing

others, one forms an idea of how new behaviors are performed.

Natividad (2012) studied that socioeconomic problem of the family is one of the

major reasons of the highest percentage of teenage pregnancy. As she found out that

those family with less economic opportunity, delaying income, home ownership are the

causes why children look for someone who can support her needs and for her to get

out from poverty.

16
 Au-Yeung (2014) study the major causes for teens in engaging into early

pregnancy, aside from the limited access to sexual education and sexual health

services, the emergence of new technology is considered as one of the major culprits

to the increased number of teenage pregnancy cases. Due to the limited time and

support from their family, teenagers got easily hooked by different platforms of social

networking sites such as Facebook, Instagram and Online Dating apps. By the easier

access in technology, it serves as the avenue for teenagers to increase their curiosity

to engage in sexual activities without the proper knowledge in family planning provided

by their family.

Synthesis of the State-of-the-Art

Literatures and studies cited are of great relevance to the present study.

Alongside, other factors coming outside the family context that were found are

reproductive ignorance, risk-taking behavior, early menarche, psychological problems,

peer influence, coercive sexual relations, socioeconomic factors, cultural factors, health

services, and always belonging in the group, the family structure, relationship, and

parenting style. The non-familial factors mainly are categorized as outside of the family

because they do not occur inside the family but in some cases are aggravated by the

family itself. For instance, socioeconomic factors originally emanate from the family

which has the primary responsibility of gaining income particularly the parents to

sustain family’s needs. Another example is the reproductive ignorance that may

originate from the parents’ inadequacy and close-mindedness when it comes to

reproductive health and educating the children, thus, may lead to children not being

aware of this aspect.

On the other hand, as based from literatures and previous studies that are

collected, contributory factors inside the family context mainly are the lack of

communication in the family especially between mother and adolescents; lack of

17
affection and support to children; family structure (extended family, one-parent family,

blended family, etc.); autocratic/repressive/permissive parenting style; and

dysfunctional and conflictive family. In most cases, communication between parent and

children is the most dominant and lacking element which lead adolescents turn into

early sexual initiation and pregnancy. Next to this is the lack of affection and support of

parents to adolescents, leading them to seek affection elsewhere (boyfriend). As one

literature cited, parental influence is an integral force in preventing teenage pregnancy.

Theoretical Framework

The present study is anchored on Family Systems Theory which was introduced

by Dr. Murray Bowen.

It suggests that individuals cannot be understood in isolation from one another,

but rather as a part of their family, as family is an emotional unit. Families are systems

of interconnected and interdependent individuals, none of whom can be understood in

isolation from the system.

According to Bowen, a family is a system in which each has a role to play and

rules to respect. Members of the system are expected to respond to each other in a

certain way according to their role, which is determined by relationship agreements.

Within the boundaries of the system, patterns develop as certain family member’s

behavior is caused by and causes other member’s behaviors in predictable ways.

Maintaining the same pattern of behaviors within a system may lead to balance in the

family system, but also to dysfunction. For example, if a husband is depressive and

cannot pull himself together, the wife may need to take up more responsibilities to pick

up the slack. The change in roles may maintain the stability in the relationship but it

may also push the family towards a different equilibrium. This new equilibrium may

lead to dysfunction as the wife may not be able to maintain this overarching role over a

long period of time.

18
 Family systems theory also demonstrated that children’s and adolescents’

dysfunctional behavior often serves important functions within a larger system, usually

that of the family.

As mentioned above, family is the individual’s emotional unit in which it implies

that family is the closest and most intimate unit in a child’s life in establishing his

emotions, building his character, so as his behaviours. One cannot be simply

understood in his own self because as humans, we are also social beings with

inclination and need to associate with other human being, and the family is the nearest

and most immediate surrounding that serve as our permanent reference group. It is

permanent in a sense that each of us cannot easily withdraw from it. We may prefer to

go with peers but at the end of the day, each of us find ourselves going back to our

family, our origin and most frequently associated community.

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 FIGURE 1

THEORETICAL PARADIGM

(Family Systems Theory)

Conceptual Framework

20
 “In every conceivable manner, the family is a link to our past and a bridge to our

future”. It is said that family is the single most important influence in a child’s life. From

their first moments of life, children depend on parents and family to protect them and

provide for their basic needs. Parents and family form a child’s first relationship. They

are a child’s first teacher and act as role models in how to act and how to experience

the world surrounding them. By nurturing and teaching children during their early

years, families play a significant part in making sure children are ready to learn when

they enter school. Every parent knows that sometimes it’s difficult to do the important

work without help, support and additional resources that is why they exert great effort

in order to make their children experience better life. When their children enter into

adolescent stage, they may experience changes as they adopt several factors that will

influence their whole-being, different perspectives and beliefs, and the contribution of

their social environment in a way or strategies of how they are raised by their parents

and influenced by their peers. We are bounded by the ideas of how our families molded

what we are today, not only on the ideas of how we see and observe our environment.

There are some adolescents nowadays who experience early child bearing because of

several factors that lead them into this kind of situation in connection to family context.

The researchers considered and identified several factors: (1) The style of parenting (2)

Beliefs and practices (3) Economic Status (4) Family Structure (5) Reproductive health

knowledge. Parenting is a role that we can never be avoided, but we need to become

aware that it’s a tiring task too and should be accompanied with responsibility.

Adolescent must think carefully because whatever they do today has underlying

outcome in the future. We can avoid this kind of issue as long as we are surrounded by

the people who will properly educate us about this kind of sensitive and serious topic.

By having awareness, rates of teenage pregnancy may lower down ; population may

also decrease; and other negative impacts of teenage pregnancy can be eluded.

21
 The conceptual data regarding the flow of the study was presented in the figure

2. It was separated into three parts, where in the first box contains the input which

showed the identifying indormation of the respondents and several categories and

contributory factors in teenage pregnancy in connection to family context such as

parenting style of the parents, beliefs and practices, economic Status, family structure,

and reproductive health knowledge. The first box is connected to the second box by an

arrow. After getting some inputs, it will proceed with the process involving the

gathering, analysis, and interpretation of data; until finally, the output or result of data

gathering and interpretation will serve as guide on the strategies and measures to be

possibly taken to address the issue of teenage pregnancy after identifying and

exploring the factors contributory to teenage pregnancy along family context.

INPUT PROCESS OUTPUT

22
Data on:

 Identifying
information of the
respondents.
Strategies and
 Contributory
factors to teenage Analysis and measures to Address
pregnancy along Interpretation of the Issue of Teenage
family context.
Data Pregnancy along
1. Parenting style of the
Family Context and
parents it’s Contributory
Factors
2. Beliefs and Practices

3. Economic status

4. Family structure

5. Reproductive Health
Knowledge

FEEDBACK

Figure 2

CONCEPTUAL PARADIGM

Definition of Terms

23
 The purpose and importance of this study will greatly help in understanding the

following terms which are conceptually defined in this study. Defined terms are

arranged alphabetically to facilitate easy identification.

Abortion- the removal of an embryo or fetus from the uterus in order to end a

pregnancy.

Adolescent- a young person who is developing into an adult

Contraception- is the intentional prevention of conception through the use of various

devices, sexual practices, chemicals, drugs, or surgical procedures

Early marriage- or “child marriage”, is the marriage or union between two people in

which one or both parties are younger than 18 years of age.

Family- socially recognized group (usually joined by blood, marriage, cohabitation, or

adoption) that forms an emotional connection and serves as an economic unit of

society

Parenting- the process of taking care of children until they are old enough to take

care of themselves

-These are things that parents do to raise a child

Sexuality/Sex Education- is the instruction of issues relating to human sexuality,

including emotional relations and responsibilities, human sexual anatomy, sexual

activity, sexual reproduction, age of consent, reproductive health, reproductive rights,

safe sex, birth control and sexual abstinence.

Sexual initiation- any acknowledged attempt on the part of the respondent to

establish sexual contact.

24
Sexual intercourse- or coitus or copulation is sexual activity typically involving the

insertion and thrusting of the penis into the vagina for sexual pleasure, reproduction, or

both.

Teenage pregnancy- also known as adolescent pregnancy, is pregnancy in a female

under the age of 20.

Gap of the Review which the Present Study Bridged

Studies cited are identical from the others, although there are some differences.

The previous studies, some of them, similarly indicated and focused on identifying

some factors in the family context contributory to teenage pregnancy. Other studies, on

the other hand, have distinguished some factors which are enclosed under social,

cultural, economic, sexual, and psychological aspects and categories. When it comes to

studies revolving and centering on factors within the family, dominant and similar

results appeared such as the family structure (which can be blended, one-parent

family, nuclear, extended, etc.); parenting style of the parents (be it autocratic or

permissive); lack of affection and communication of parents to children; conflictive

relationship within the family; and even mentioned the history of teenage pregnancy

among generations. There are also studies which are focused in delineating the

situations of pregnant teens as a dynamic process, meaning the situation of the teens

during pregnancy, motherhood, and married life. Some studies may have shown the

results particularly the factors within the family context contributing to teenage

pregnancy but these factors were not deeply explained as to how these led to

pregnancy of teens. In other words, the factors are not detailed and are broadly

explained.

Other studies also gave short glare on the other impacts of family dynamics. For

example, family absence on children may result to addiction, adolescent pregnancy,

and obesity. There are also important findings and suggestions that were generated
25
and on which the present study can get ideas. For instance, some studies said that

pregnancy prevention programs must be parallel with the participants’ attitude towards

pregnancy. Another is the proposition to have programs supporting adolescents in

setting personal development goals in which emphasis will be put on the impact of

early parenthood when these goals are thwarted. Also, they suggest an institutional

program that addresses adolescents’ needs to be listened to and health services that

protect their privacy and identity. The present study, unlike the previous studies, will

not be testing other policies or interventions in relation to teenage pregnancy but as

much as possible, generate recommendations on whatever the results imply and

suggest. Even though some previous studies tackled factors in the family contributory

to teenage pregnancy, the present study has its delimitation only on the situations of

the teens ahead of pregnancy period and not the whole duration as to parenthood of

the teens and its married life. Moreover, the present study may have dissimilar results

especially when it comes to cultural aspect in the family considering the difference of

the practices of Filipinos compared to others, for instance, American family might

possibly have cases of teenage pregnancy because of frequent absence of parents to

the life of teens especially that in their country, parents are used to leaving home early

and arriving late because of busy and long hours of work outside. Meanwhile, among

the other previous studies, almost all of which had mentioned family as one of the

contributors to the issue of teenage pregnancy, which is also quite interesting to know

more in the chosen area of study of the researchers.

References

26
1. Anagnostara (1988)

- Anagnostara, A. (1988). The construction and evaluation of a scale for assessing the

sexual attitudes of black adolescents. Unpublished Master’s Thesis, Rand Africans

University.

2. Blom (1989)

-Blom S, M. (1989). ‘N Ondorsoek na die gesinbelewing deur ongetroude swanger

adolescente. Unpublished Master’s Thesis, University of the Free State.

3. Boult and Cunningham (1992)

- Boult, B E &Cunningham, P,W. (1992). Black Teenage Pregnancy- A Socio Medical

Approach, Medicine and Law, 11, 159-165

4. Brits (1989)

- Brits W.J (1989). De Ontoreikende verwerkliking van sosiopedagogiese essensies as

aanleiding tot tienerswangerkappe. Unpublished Master’s Thesis, University of Pretoria.

5. Fieldman & Brown (1993)

-Feldman, S. S., & Brown, N. (1993). Family influences on Adolescent male sexualtiy:

The Mediational role of self-restraint. Social Development,2(1), 15-35.

6. Herman, Dombusch, Herron & Herting (1997)

-Herman, M. R., Dornbusch, S. M., Herron M. C., & Herting J. R. (1997). The Influence

of Family Regulation, Connection, and Psychological autonomy on six measure of

adolescent functioning. Journal of Adolescent Research 12(1), 34-67.

7. Jenson, De- Gaston & Weed (1994)

-Jenson, L. C., De-Gaston J. F. . & Weed, S. E. (1994). Societal and Parental Influences

on Adolescent Sexual Behavior. Psychological Report, 75 (2), 928-930.

27
8. Kim (2008)

- Kim C. (2008). Teen Sex: Parent Factor Retrieved at:

http://www.heritage.org/research/report/2008/10/teen-sex-the-parent-factor.

9. Lezin, Rolleri, Bean & Taylor (2004)

- Lezin, N. Roller, L. Bean, S. ,& Taylor, J. (2004). Parent-child connectedness

:implications for research, intervention and postive impacts on adolescent health. Santa

Cruz , CA: ETR Associates.

10. Manlove, Logan , Moore, & Ikramulla (2008)

- Manlove, J. Logan, C. Moore, K. A, & Ikramulla, E. (2008). Pathways from family

religiosity to adolescent sexual activity and contraceptives use. Perspectives on Sexual

and Reproductive Health, 40, 105-117

11. Miller, Benson, & Galbraith (2001)

- Miller, B. C., Benson B., & Galbraith, K.A. (2001). Family Relationship and Adolescent

Pregnancy Risk: Aresearch Synthesis. Developmental Review, 21, 1-38.

12. Neema, Ahmed, Kibombo, & Bankole (2006)

-Neema S, Ahmed F. H., Kibombo R., Bankole A. (2006). Adolescent sexual and

reproductive health in Uganda: Results from the 2004 Uganda National Survey

Adolescent (Occasional Report No 26) New York: Guttmacher Institute.

13. Newocmmer, & Udry (1985)

28
-Newcommer, S. F., & Udry, J.R (1985). Parent-Child Communication and adolescent

sexual behavior. Family Planning Perspective,17(4),169-174.

14. Ramirez-Valles, Zimmerman & Newcomb (1998)

-Ramirez-Valles, J, Zimmerman, M. A, & Newcomb, M. D. (1998). Sexual Risk Behavior

among Youth: Modelling the influence of Prosocial Activities and Socioeconomic

Factors. Journal of Health and Social Behavior, 39, 237-253.

15. Thornton, & Camburn (1987)

-Thornton, A., & Camburn, D. (1987). The Influence of the Family on Pre-Marital

Sexual Attitudes and Behavior, Demography, 24(3), 323-340.

16. Whitbeck, Simons, & Kao (1994)

-Whitbeck, L. B., Simons, R.M., & Kao, M. (1994). The effects of divorced mothers

dating behaviors of their adolescent children. Journal of Marriage and the

Family,56(3), 615-621.

Articles

American Academy of Family Physician

http://www.familydocotr.org.com

Anna Green (2015). The Effect of Broken Family

http://www.thenews.com.pk

Child Abuse Prevention, Treatment & Welfare Services

http://www.all4kids.org.com

29
Other links and sources:

Abortion- https://www.dictionary.com/browse/abortion

Adolescent-Merriam Websters Dictionary

Contraception- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3307935/

Early marriage - https://toolkits.knowledgesuccess.org/toolkits/youthpolicy/early-

marriage-0

Family - https://courses.lumenlearning.com/wm-

introductiontosociology/chapter/defining-family/

Parenting - Merriam Websters Dictionary

Sex Education - https://en.m.wikipedia.org/wiki/Sex_education

Sexual intercourse- https://en.m.wikipedia.org/wiki/Sexual_intercourse

Teenage pregnancy - https://en.m.wikipedia.org/wiki/Teenage_pregnancy

30
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presented the discussion of the research design, research

instruments, sources of data, respondents, data gathering procedures and statistical

tools of the data. These will help the researchers to conduct the study more

conducively and obtain the needed information based from the research study’s

objectives.

Research Methodology

The present study deals about the contributory factors to teenage pregnancy

along family context wherein the researchers will utilize the appropriate method for the

study which is descriptive method. Descriptive research explains and provides

additional information on a topic. It provides accurate information about an individual,

group or event. As the term implies, the purpose is to describe the characteristics of a

phenomenon or population. It seek to fetch answer for what, where, when, who and

how questions (“ Types of Research”, 2017). In connection to the present study, it will

focus on understanding the phenomenon of the respondent teenagers along with their

family situation that drive them to early sexual initiation, early marriage, and most

especially the teenage or adolescent pregnancy. The study as suggested, will not be

focusing on sole determination of the causes of teenage pregnancy along family

context but as much as possible to describe and deepen the understanding of factors

inside the family as how and why they contribute to teenage pregnancy. With the

presence of word “why”, the study can also be associated to explanatory research.

Explanatory research is a furtherance of descriptive research. It seeks answers to

“why” something happens (“Types of Research”, 2017) － why teenage pregnancy

happens along family context. In addition regarding descriptive research, it is also used

to identify and obtain information on the features of a particular problem or issue. In

the current study, it has a main and broader issue which is teenage pregnancy but this

XXXI
study is concentrated on the family context and/or factors that lead to teenage

pregnancy ( which is the larger issue).

Subject Respondents

The researchers will choose the respondents of their study by asking for record

of the latest cases of teenage pregnancy in the City Health Unit of Tabaco. When finally

they had proven or discovered that teenage pregnancy is also a problem in the area,

the researchers, by knowing the total number of cases in the entirety of Tabaco, will

have their sample population by using the Slovin’s formula.

Slovin’s formula is used to calculate the sample size (n) given the population size

(N) and a margin of error (e). It is a random sampling technique formula to estimate

sampling size. It is computed as n=N/(1+Ne2), whereas:

n= no. of samples

N= total population

e= error margin/margin of error

In addition, the researchers choose Tabaco City as place for the conduct of the

study because the researchers’ localities are adjacent to the said area and the

barangays are not so distant from one another and may be considered as like

combination of rural and urban.

Research Instrument

The researchers will use survey questionnaires as key instrument in gathering

data regarding the topic. Since the study has an objective of understanding both the

factors along family context that contribute to teenage pregnancy and the reasons to

why they are considered contributory to teenage pregnancy, the study needs a clearer

XXXII
and deeper exploration of the respondents' answers, thus the researchers will make

use of semi-structured interview.

Semi-structured interviews consist of several key questions that help to define

the areas to be explored, but also allows the interviewer or interviewee to diverge in

order to pursue an idea or response in more detail ("Methods of data collection in

qualitative research: interviews and focus groups", 2008). Meanwhile, the researchers

formed several questions under different categories and factors. For example, in the

factor which is parenting style of the parents, there are certain categories made and

questions are readily created for the respondents. Some questions are open-ended

while others are not (can be answered by "yes" or "no"). The process of answering the

questions will be assisted by the interviewer researchers because they will not depend

on the respondents solely writing down their answers but they will write down the

answers of the respondents while interviewing them for in-depth clarifications. The

researchers will also use audio recording with their mobile devices and diligently

transcribe important information from the recordings. Furthermore, the researchers

structured key questions regarding the topic but aside from it, they will formulate

questions on their own in the middle of interview to let the respondents freely share

their thoughts and behaviors about the pertinent factors and/or aspects in their family

when it comes to teenage pregnancy. Meaning to say, the gathering of information will

be done by answering the questionnaires while interviewing the respondents. By

coming face-to-face with the respondents, the researchers will be able to observe the

genuine attitudes of the respondents toward the issue.

Data Gathering Procedure

In order for the researchers to gather specific and accurate data, the

researchers formulated their own questions based on the factors they had specified

that fit the family context contributory to teenage pregnancy. They considered the

questions they made based on the literatures they had scanned and others are based

XXXIII
on their common observations in family setting. The researchers will seek permission

from the BUTC Dean in conducting the survey and/or interview at the same time asking

permission from the respondents themselves wherein the researchers will write letters

to both mentioned entities. The gathering of the information particularly the interview

and answering of questionnaires will commend once the respondents accept the

request and permission of the researchers to conduct the survey. The researchers will

explain to the respondents the objectives of the study and the mechanics of gathering

the data from them. The gathering of data will not be a mere distribution of

questionnaires but will be accompanied by the researchers asking questions that are

formulated. Once the total sample population has successfully completed the survey

and interview session, some results will be tallied particularly the identifying

information and others will be compared depending on the similarities of the responses

of the respondents. With that, the researchers can have better inferences, conclusions,

and generalizations.

Statistical Treatment

This study will be using statistical tools to clearly analyze and interpret the data

gathered. By little and basic application of statistics, the researchers can easily

summarize particularly the identifying information of the respondents which may affect

other variables in the study and may create relations as to why and how teenage

pregnancy occurs along family context. When it comes to the responses of the

respondents to the questions under factors that are specified, they can generate

interpretations and analysis by identifying similar response/s. For instance, under the

category which is parenting style of the parents, when most of the respondents said

that their parents are always absent in their lives, the researchers may gently

summarize it that a certain percentage of the sample population has issue when it

comes to the absence and presence of their parents. By counting the frequency and

calculating the percentage of the sample population, there can have clear specifications

on the numbers of raw data and variation of responses. With that, the researchers can
XXXIV
also identify the relationships between the factors along family context. Thus, the main

statistical tools to be used are:

Frequency: the ratio of the number of times an event occurs in a series or trials of a

chance experiment to the number of trials of the experiment performed

Percentage: In mathematics, a percentage (from Latin per centum “by a hundred”) is

a number or ratio expressed as a fraction of 100.

Percentage is calculated by taking the frequency in the category divided by the

total number of participants and multiplying by 100%

Example: Take the frequency for males (80) divided by the total number in the

sample (200), then take this number times 100%, resulting to 40%.

Thus, 80 (frequency) ÷ 200 (total number of population) = 0.4

0.4 x 100% = 40%

Percentage= 40%

Measures of Central Tendency

Mean: is the “average” you’re used to, where you add up all the numbers and then

divide by the number of numbers.

Mean= X1+X2+X3+X4+Xi / N

Mode: is the value that occurs most often. If no number in the list is repeated, then

there is no mode for the list. However, referring to the present study of the

researchers, mode will be determined by identifying the most frequently said

response/s of the respondents particularly for the different categories and factors that

have been determined.

REFERENCES

Frequency (definition)
XXXV
www.thefreedictionary.com/Frequency+(statistics)

Mean (definition)

https://www.purplemath.com/modules/meanmode.htm

(“Methods of data collection in qualitative research: interviews and focus groups”,

2008)

www.nature.com/articles/bdj.2008.192

Mode (definition)

https://www.purplemath.com/modules/meanmode.htm

Percentage (definition)

en.m.wikipedia.org/wiki/Percentage

(“Types of Research”, 2017)

http://questmeraki.com/types-of-research/

Slovin’s Formula

https://prudencexd.weebly.com/

APPENDICES

Questionnaire for the Child

XXXVI
 This questionnaire is not a self-administered one. Thus, the interviewer

researchers will be the one taking down answers while asking the respondents. They

may use vernacular language for the sake of those not so literate respondents.

Name/Code: Religion:

Age (present): Educational Attainment:

Age (at first conception): Interests:

Sex:

Age at first conception

 Is your pregnancy planned or unplanned?

 What was your reaction after knowing that you are pregnant?

 Do you think you are both ready in parenthood and parenting stage?

Religion

 Do you have any culture/tradition like early marriages? What is it?

 What does your religion tells about early marriage and/or early child bearing?

Please specify and elaborate.

Educational Attainment

 What is/are your perspectives about schooling?

 Are you inspired in studying?

 Who inspires you to study well?

 Do your parents encourage you in studying?

Family Income

 Can your parents support your needs? Why do you say so?

XXXVII
Interests

 What are your personal interests/hobbies? Say something about it.

 Do your parents support you in your interests? If yes, in what way? If no, how

did you say so?

 Do you have similar interest/s with your parent and family members?

A. Parenting Style of the Parents

1. Giving Permission to the children

a. How is your experience when asking permission from your parents? Are they

strict or easy to ask permission with?

b. Do you think you are satisfied with the way they give permission or permit you

when going or doing something?

c. To whom do you frequently ask permission? Why?

d. To whom do you fear when asking permission? Why?

e. In what situation/s they give you permission? In what situation/s they don’t?

f. What do they often say to you when you’re asking for permission?

g. If you’re going to look back in time, can you say that this factor influenced you

to be impregnated at an early age or is there any problem with the way you

manage your hanging out?

Over-all, share us your experience and thoughts about your parents giving you

permission.

2. Punishment System

a. Do you have punishment system in your home or they just allow things to come

over?

b. What is/are the punishment system of your parents? What can you say about

the punishment system?

c. Who does frequently give punishment?

d. How are they when it comes to punishing? Are they over-acting or in reasonable

manner?*
XXXVIII
 e. In what circumstances are you being punished?

f. What is/are your reaction when they punish you?

g. Do you think it contributed for you to become pregnant at an early age? In what

way?

Over-all, share us your thoughts and experience when it comes to the punishment

system. Share your positive and negative thoughts about it.

3. Socializing the children

a. Are you free to go out with your friends? In what way?

b. How often do you go with your friends or are you fond of hanging out with

them?

c. Do your parents limit you in having friends?

d. Do they care about and choose for the friends you go with? In what way?

e. What do they often tell you about your friends?

f. Do you think the way your parents socialize you contributes to your early

pregnancy? In what way?

Tell us something about how you and your parents manage your friendship, circle of

friends, and social life. What is your reaction to it?

4. Communication of Parents to Children

a. Is communication open in your family? In what way?

b. What messages/topic do you often talk about inside your house?

c. Can you open your problems or feelings inside the family?

d. To who are you most confide to communicate in your family particularly personal

matters? Do you have open communication with your mother? Father?*

e. For you, is it okay to share problems with your family or is it better with other

people like friends? Why do you say so?

f. Are your parents checking you and reaching you out about things? In what way?

g. Who often opens communication, you or your parents?

XXXIX
 h. Do you think communication inside your house contributes to your early

pregnancy? In what way?

Share your thoughts and experience about the communication inside your house, be it

in problem matters or not.

5. Imposition of rules

a. Are rules being imposed in your family? Give example of it

b. In what aspect/s these rules are imposed (e.g. school, dating, going out with

friends, financial, etc.)?

c. Who’s the one imposing the rules?*

d. What do you think about these rules? Are they beneficial or pressuring?*

e. Does each family member has his own rules? Are your parents permissive?

Autocratic? Or just enough? In what way? What do you feel about it?

f. Do you think the imposition of rules in your family contributes for you to become

impregnated at an early age? In what way?

Tell us something about the way your parents impose rules and what can you say

about it.

6. Supporting of children’s hobbies and interests

a. What are your hobbies and interests?

b. Do your parents support you or not? If yes, in what way? If not, why do you

think?

c. Can you do your hobbies/ interests with or when you are with your parents or

you feel better doing it outside of the family? Why do you say so?

d. In what way your parents are supporting you? Are they supporting you in a strict

way or relaxed and not putting pressure? Explain

e. Do you think the way your parents support you in your interests contribute for

you to be pregnant at an early age? In what way?

Tell us something about your insights on the way your parents support you in your

interests. Feel free

XL
 7. Emotional treatment and bond of parents to children

a. What can you say about your connection to your parents and their treatment on

you? Do they often scold you? Are they caring on you? In what way?

b. What is your reaction when they scold you?*

c. Who is your closest family member? Why? Who is the least? Why?

d. Do you see or notice unfair or unequal treatment inside your family? What are

these?

e. Can you feel their love for you or seems like nothing?*

f. Is it okay for you to not be loved by your parents? Why? Why not?

g. Do you think their emotional treatment and bond on you contributes to your

early conception? In what way?

Tell us something about the attachment and bond inside your family.

8. Giving of household chores

a. What is your birth order?

b. Is it okay for you to be ordered inside your house? Why do you say so?

c. What is/are the most commonly ordered stuffs to you by your parents?

d. What is/are the positive impacts to you of their orders? Negative?

e. Are their orders just enough and convenient to you or is it too much?

f. Do you still enjoy other stuffs in your life?

g. Do you think that chores are equally divided? Are there favoritisms?

h. Do you think the giving of household chores in your house contributes for you to

become impregnated at an early age? In what way?

Tell us something about the provision and performance of chores inside your house.

9. Giving children with their needs and wants

a. Do your parents provide you with your needs?

b. What needs are being provided to you?

- Basic needs - financial

- Emotional - moral

XLI
 c. Are you satisfied with the needs provided by your parents? Why do you say so?

d. Who is the primary provider in your family?

e. Are you being spoiled by your parents in your needs and wants? In what way?

f. Are you never been provided by your parents? Why?

g. Do you think they are dedicated in providing your needs? In what way?

h. Do you think their support and provision of your needs contributes for you to

become impregnated at an early age? In what way?

Tell us something about the way your parents provide your needs.

10.Supporting children with their studies

a. Do your parents support you in your studies? What kind of support they give you

(e.g. financial, moral, emotional, etc.)?

b. Do your parents inculcate the importance of education? In what way?

c. What do your parents often tell you about your education?

d. Do you think the way they support your education contributes for you to be

impregnated at an early age? In what way?

Tell us something about your parents’ support in your education, whether they are

inspiring you or not, whether they just support you financially or with full attention

Over-all, how are you going to describe the parenting style of your parents (E.g.

permissive, absent, autocratic, repressive).

B. Beliefs and Practices

a. When puberty stage started, what changes happened to you in terms of

emotional and psychological aspects? What do you think is/are the effect/s of

these to your behavior and relationship with your family?

b. Between your parents and friends, who do you prefer to go with? Why do you

say so?

c. What do you do every time your parents scold you? Why?

XLII
d. How’s the connection between you and your parents? Are you open to one

another? In what way?

e. Are you close to your parents? Are you open to your mother? Father? In what

way?

f. With whom are you more open? With your mother or father? Why?*

g. Is there any gap to your communication with your parents when you reached

puberty? What do you think is/are the reason/s?

h. Oftentimes what is/are the reason/s behind your parents’ misunderstanding? Are

you affected by that? What do you do?

i. Is there family member/s with vices? Who do so and what are their vices?

j. What do you think is/are the effect/s of vices to your behavior? Relationship with

one another? Comfort and security inside the family?

k. In the idea of entering into intimate relationship, how’s the reaction of your

family/parents? Are they strict, permissive, etc? In what way?

l. Do your parents give you enough advice when it comes to sexuality, sexual

relationships, and parenting? What do you think is/are the effect/s of these to

you?

m. What does your religion teach you about sexuality and romantic relationships?

Do you practice it/them?*

n. Do you think the love and support given by your parents are enough for you?

How do you say so?

o. Do you think the beliefs and practices in your family contribute to early

pregnancy? In what way?

C. Economic Status

1. Sustenance of basic needs and daily expenses

a. Do you think your basic needs and expenses are sustained in the family? How do

you say so?

b. What are these basic needs?

c. Do you think you are financially able? In what way you can say that you are? In

what way you are not?

XLIII
 d. What is/are the impacts to you as a child when these needs are not met?

e. Do you think the sustenance of basic needs and daily expenses contributes for

you to be impregnated at an early age? In what way?

Tell us something about your daily needs and expenses, if they are met or not.

2. Support for the education of the children

a. Do your parents support you in your school expenses?

b. Can they provide and sustain you for schooling or not? What is/are the

reason/s?

c. Are there any people or organization supporting you in your education aside

from your parents?*

d. What are the ways they do to let you go to school and study? Do you think they

are dedicated? In what way?

e. Do you have feelings of rational choice of not schooling or is it your family? Why

and what is it?

f. Do you think your parents’ support for your education contributes for you to be

impregnated at an early age? In what way?

Tell us something about your parents’ capacity in supporting you in your studies and

their willingness to do so.

3. Provision of other needs and/or wants of the family

a. When it comes to your financial status, can you still demand for other stuffs

aside from your needs? What are these?

b. Are your parents limiting you in the provision of your needs or they just go for

whatever you want? In what way?*

c. Do you think the provision of your needs and/or wants contributes for you to

become impregnated at an early age? In what way?

Tell us something about your parents’ capacity and willingness in providing your

other needs, whether if they are becoming thrifty to you or if they give you extra

XLIV
 money? Are they spoiling you? What are the impacts of these to you and your

relationship with one another?

4. Provider of the needs of the family

a. Are you parents both working? Please indicate their job

b. Most of the time, who is the primary provider in your family? Why?

c. In your parents who are working, how many hours they are out or do they leave

home while working?

d. Do their jobs affect their parenting style and attitude towards you? In what way?

e. Do you think your parents’ jobs contribute for you to become impregnated at an

early age? In what way?

5. Other focus of concerns

a. In what needs your parents are responsive to you: financial, moral, emotional,

etc. What are these specific needs

b. Can they still give you time or they’re more of financial? What is your reaction to

it?

c. Are they focused on certain aspect of your needs or balanced? How do you say

so?

d. Do you think the provision of other needs contributes to your early pregnancy?

In what way?

Tell us something about your perceptions on the way they provide you with your needs

(all aspects), whether they’re still always there despite busy schedules? What can you

feel about it?

D. Family Structure

a. Are you in a complete family? ( ) Yes ( ) No

b. What kind of family structure do you have? (please tick)

( ) Nuclear family ( ) Blended family ( ) Same sex couple

( ) Extended family ( ) Single parent family ( ) Living with neither

parent

XLV
Tell us something about your family structure

c. What is your birth order in the family?

d. Who is the head of your family?

e. How do you find the members of the family? Easy to go with? Autocratic?

Repressive? How do you say so?

f. How do you find the head of your family? Describe him/her

 Do you have someone who doesn’t get along well with? What do you do?

g. Is discipline and harmonious relationship being promoted in your family structure

or environment? In what way?

h. Do you think your family structure contributes to your early pregnancy? In what

way?

Tell us something about your family structure and how it affects your personality and

behavior, relationship with family members, and your sexuality

E. Reproductive Health Knowledge

a. Do you have knowledge about reproductive health, contraception, and

conception? Give example.

b. If yes, where or whom did you get it? How?

c. Do your parents teach you of their knowledge about sex and its nature? In what

way?

d. Is your family/parents open with this topic? In what way?

e. Did you ever use contraceptives? Would you mind to say when

f. What is your stand in using contraceptives, if it’s necessary or not, or if it’s for

prevention purpose?

g. Who encourage you to use contraceptives? Why and how?

h. Do you think your reproductive health knowledge and openness of this in your

family contributes to your early pregnancy? In what way?

Questionnaire for Parent

XLVI
This questionnaire is not a self-administered one. Thus, the interviewer researchers will

be the one taking down answers while asking the respondents. They may use

vernacular language for the sake of those not so literate respondents.

Name/Code: Religion:

Age (present): Civil status:

Age (first conception and first fathering): Educational Attainment:

Sex: Occupation:

Family Income: Interest:

Age at first conception and/or fatherhood:

 In what age when you conceived your first baby? Became father?

 What did you feel when you found out that you’re having a baby?

 Do you think you are ready enough in bearing and rearing your child in terms

of financial and emotional aspect?

Religion

 Do you have any practice/culture/tradition in early marriage?

 What does your religion tells about early marriage and/or early child bearing?

Please specify and elaborate

Civil Status

Married:

 How long have you been living together?

 For both of you, what is/are the worst problem/s you encountered that

challenge your relationship with the whole family?

 What are the strategies and interventions you do to solve the problems you

both encounter in your family?

XLVII
Single:

 What is the reason why you are single?

 Do you have any problem in your past relationships?

 Is it challenging for you to become a single parent especially in terms of

raising the child?

 Compare and contrast your parenting style you are using to your child, to

those with partner and without partner.

 Do you have any support system or any relatives who assist you in rearing

your child? Please specify.

Separated:

 How long have you been separated with your partner

 What is/are the reason/s of your separation? Is it okay for the both of you to

be separated in terms of rearing the child?

 Are you still being supported by your partner in rearing your child/children?

 Who among you have frequent contact and custody of the child?

Widowed:

 How long have you been widowed by your partner?

 What is/are the reason of your widowhood?

 Do you think it affects your child’s behavior?

 Compare and contrast the parenting style you are using to your child, to

those with partners and without partner?

 Do you have any support system or any relatives who help you in rearing

your child? Please specify

Educational Attainment (CG, CUg, HSG, HSUg, EG, EUg)

 What are your perspectives in terms of schooling?

 Do you inculcate to your child the importance of studying?

The next questions are for Non-College Graduate

XLVIII
  What are the factors that hinder you to finish your study?

a. Financial shortage

b. Disabilities (physical, mental, psychological, etc.)

c. Early marriage

d. Situational barriers

Occupation (Government Employee, Non-Government Employee, Self-employed)

 What is your position in your field/job?

 Do you think your salary can support the needs of your family?

 How many hours in a day you are outside of your house because of work?

 Does your occupation affect your parenting style and relationship with your

family particularly to the children?

 If yes, why did you say so? In what way?

Family Income

 What is your average monthly income? Please specify

 Do you think it can support the needs of your children? (Food, School,

House, etc.)

 Do you think it affects your child’s behavior especially in financial expenses?

Elaborate

Interests

 What is/are your personal interest/s in life?

 Do you think it gives positive outcome to your child, when talking about your

interest?

 Do you influence your children with your hobbies/interest? In what way?

 Do you support your child’s interests?

 In what way you support your children’s interests? Elaborate

 What do you feel when you talk about your child’s interests?

XLIX
A. Parenting Style of the Parents

1. Giving permission to the children

a. How are you when your child/children get permission from you? Are you strict or

just normal? Do you just let them go and do the things they want? Explain

b. In what situation/s you give them permission? In what situation/s you don’t?

Why?

c. Are your children asking permission from you or not? What can you say about

your child’s obedience to you?

d. What is your automatic response or reaction when your child asks for

permission? Explain

e. Are you protective or not? In what way?

f. Do you think the way you give permission to your child/children contributes to

teenage pregnancy of your child?

Tell us something about your feelings and perceptions when your children ask for

permission. Do you think they have the freedom>

2. Punishment System

a. Do you have punishment system or you let them be and do what they want? *

b. What kind of punishment do you impose and how do you impose it?

c. Who, most of the time, punishes your children?

d. How are you when you punish? Are you over-acting or in reasonable manner?

Explain

e. Do you think these punishments are enough to discipline your children? In what

way?

f. What do you think is/are the impact/s of the punishment to your child’s behavior

and your relationships?

g. Do you think your punishment system contributes to the early pregnancy of your

child. In what way?

Tell us something about the way you punish your child/children and how it affects

their behavior and relationship to you.

L
 3. Socializing the Children

a. Are your children free in going out with their friends? In what way?

b. Do you care about and choose for the friends they go with? In what way? *

c. Do you limit your child/children in having friends? In what way and why?

d. Do you encourage your child/children to go with friends? In what way?

e. With whom do you think your child/children prefer to be with? With you or with

their friends? Why do you say so?

f. Do you think the way you socialize your children contributes to early pregnancy?

In what way?

Tell us something about how you manage the friendship and circle of your children.

4. Communication of Parents to Children

a. Is communication in your family open or closed? In what way?

b. What messages or topic do you often talk about inside your house? (both

positive and negative)

c. Can anyone open problems with one another, like your children to you?

d. Are you checking and reaching out your children in any stuff? In what way? Give

example

e. What do you think is/are the impact/s of the communication inside the family to

your connection with one another particularly to your children?

f. Do you think your child/children is/are confide to communicate with you? How

do you say so? Why?

g. Who, most of the time opens or brings communication? Is it you or your child?

h. Do you think communication inside your house contributes to teenage

pregnancy? In what way?

Tell us something about the communication inside your house, be it in problem matters

or not

5. Imposition of Rules

a. Do you impose rules inside your house? What are they?

LI
 b. In what aspect/s these rules are being imposed? Why?

c. Who does frequently impose rules?

d. How do you see and what do you think about the rules you impose? Are they

beneficial or pressuring? Elaborate

e. Are these rules followed by your child/children? In what way? Are they

disciplined by the rules or they just rebel?

f. Do you think your child/children have the feeling of fear from you? How do you

say so and why?

g. Do each member has own rules, like you are permissive to your children?

Explain. How are you as parents (authoritarian, permissive, fair)?

h. Do you think the way you impose rules contributes to teenage pregnancy of

your child/children?

Tell us something about your imposition of rules to your family and children. What do

you think is/are its impact/s to your children and to your relationships?

6. Supporting of children’s hobbies and interests

a. What are the interests/hobbies of your children?

b. Do you support your children or not? In what way?

c. Do you think your children can freely do their interests with you? Or maybe they

prefer it doing with their friends? What do you think is/are the reason/s?

d. How do you support your children? In a strict way or chill?

e. What is your stand? Is it good to support your children in their interests or not?

f. Do you think your child/children become more attached to you when you

support his/her hobbies? How do you say so?

g. Do you think the way you support your children’s hobbies/interests contributes

to teenage pregnancy? In what way?

Tell us how you support your children in their interests. Feel free

7. Emotional treatment and bond of parents to children

LII
a. What can you say about your connection and treatment to your child/children?

(Do you often scold them? Are you caring to them?)

b. How do you show your love and affection to your children?

c. Do you think you give enough love and attention to your child? How do you say

so? Or you don’t have affection anymore to your children?

d. Is/are your child/children close to you? In what way?

e. Do you think your emotional treatment and bond to your children contributes to

teenage pregnancy? In what way?

Tell us something about your attachment and bond with them; the things you do to

get attached to them

8. Giving of household chores

a. Do you give household chores to your children or not? What is your perception

about giving of household chores to your child/children?

b. Are they free to do their other stuffs? In what way?

c. Do you have favoritism when it comes to giving of household chores?

d. Do you think your giving of household chores to your child/children contributes

to teenage pregnancy? In what way?

Tell us something about your giving of household chores to your children and how

do you manage it and what is your perception of giving household chores to your

children

9. Giving children with their needs and wants

a. Are you providing your children with their needs?

b. What needs are you able to provide them?

( ) Emotional (specify) ( ) Moral (specify)

( ) Financial (specify)

c. Do you think you are able to satisfy the children with the needs you provide

them? In what way/how do you say so?

LIII
d. Who is the primary provider in the family?

e. Are you spoiling your child with the needs and wants?*

f. Are you capable of providing your family’s needs or you just don’t like to? Why?

g. Do you think the way you give children their needs and wants contributes to

teenage pregnancy? In what way?

Tell us something about your provision of needs to your children. Are you dedicated

in providing their needs? Elaborate

10.Supporting children with their studies

a. Are you supporting children with their studies? What kind of support? (financial,

moral, emotional)

b. Do you inculcate the importance of education to them? In what way?

c. What do you often say to them when it comes to education?

d. Do you see your child/children as enthusiastic in learning? What do you do about

it?

e. Do you think your support to the studies of your child/children contributes to

teenage pregnancy? In what way?

Tell us something about the way you support your children’s education. Do they feel

inspired out of your support or not?

B. Beliefs and Practices

1. Family’s involvement into a Conservative Group/s

a. Do you belong to a conservative group? What makes you become conservatives

(religion, culture, own choice, etc.)? Please specify

b. Do you allow your children to see and/or go with their peers? Why and why not?

What is your say about it?

c. In terms of being conservative to your children, what do you think is/are the

effects of it to their behavior, relationship with you, and their social life?

d. Do you think family’s involvement in a conservative group contributes to early

pregnancy of a child/children? In what way?

LIV
2. Engagement of Family Members in Vice/s

a. Is there member/s of your family with vice/s? Who are they?

b. Are you in favor that they are having vices? What is your reaction to it? Expand

c. What type of vices are they involved with?

d. Because of vices, is there abusive act/s that happen inside your house that also

affect your child’s relationship with you?

e. Do the vices (if there’s any) affect your child’s behavior? How about your

connection to them? How do you say so?

f. Do you think the vices in your family contribute to the early conception of your

child/children? In what way?

Tell us something about the vices inside your family and how they affect the

relationship of members, as well as the regulation made to cope with it.

3. Relationship of the family members

a. How’s the family connection you have at home?

b. Do you and your child cooperate and help each other at home? In what way?

c. What do you do when you have misunderstanding with your child? Do you

automatically scold them or you let yourself cool down?

d. How frequent is your bonding with your children?

e. Do you think your relationship with your child/children contributes to teenage

pregnancy? In what way?

Tell us something about your relationship with your children and how it affects their

behavior and the possibility of involvement to early sexual relationship.

4. Openness of family members with one another

a. Do you think openness in your family is still there? In what way?

b. How vocal are you at home? In what way?*

c. What interventions you are using in helping them, particularly the children when

they have problems?

LV
d. Do you think openness inside the family contributes to the early pregnancy of

your child? In what way?

Tell us something about the openness in your family and how it may affect your

relationship and behavior of your children.

5. Disapproval of parents on child’s entrance into a romantic or intimate

relationship

a. Is there any moment that your child/children speak out about having romantic

relationship with their opposite sex? What is your reaction to that?

b. Are you in favor if your child/children commit romantic relationship with their

opposite sex? Explain

c. Do you restrict your child in dating or having romantic relationship? Why or why

not?

d. Do you open-up with your child if they are into romantic relationship or they do?

Why and in what way?

e. To whom do you think your child/children get the love they want, from you or to

other people like opposite sex partner? How do you say so? What do you think

is/are the reason/s. Explain

f. Do you think your approval/disapproval on your child’s romantic relationship

contributes to teenage pregnancy? In what way?

Tell us something about your monitoring of the romantic and intimate relationship

of your children, how they react to it, and how possibly it may cause them to initiate

sexual behaviors?

6. Misunderstanding between spouses

a. Is there any circumstance that your child/children see you with your partner

having a misunderstanding? In what way?

b. What usually is/are the reason/s of your misunderstanding? Can you elaborate

or at least tell a short story about that?

LVI
c. What do you think are the possible effect/s to your child when they knew and/or

saw you having conflict with one another?

d. Do you care for how the child can be badly affected by your banging with your

partner? How do you respond to it or what do you do?

e. Is there any moment that you almost separated? How did you overcome such

issue?

f. Do you think your misunderstanding with your spouse/partner contributes to

your child’s early pregnancy? In what way?

Tell us something about the way you quarrel with your partner, how they manage

to fix it and/or hide it from your children, its frequency, and how it may affect the

children’s behavior.

7. Giving value to the children’s feeling

a. Do you think your love, support and affection to your child is enough? In what

way, please elaborate.

b. Do you give your child/children a right to express their feelings to you? In what

way?

c. Do you think they are confiding to express their feelings to you? Why and why

not?

d. Is there a moment in your life that you have misunderstanding with your child

that lead into a worst scenario?

e. Do you value your child’s feelings? In what way? Please specify

f. Do you think your giving of value to your child’s feeling contributes to your

child’s early pregnancy? In what way?

Tell us something about the way you give value to your children’s feelings, how it

affects your relationship with one another, and how it impacts to their sexual

behavior.

C. Economic Status

1. Sustenance of basic needs and daily expenses

LVII
a. Do you think the needs of your family and children are sustained?

b. What are those basic needs?

c. Do you think you are financially able? In what way do you think you are? In

what way do you think you are? In what way you are not?

d. What do you think is/are the impacts to your children when these needs are not

met? What do you do?

e. Do you think the sustenance of basic needs and daily expenses contributes to

your child’s early pregnancy? In what way?

Tell us something about your daily needs and expenses, are they being met? How

does it affect your relationship and the behavior of your child/children?

2. Support for the education of the children

a. Are you supporting your children especially in school expenses?

b. Can you support your children’s education financially?

c. If no, what is the reason. If yes, how?

d. Are there any other people or institution or group supporting your child’s

education? What and who are they?*

e. What strategies or ways are you doing to let your children study? Are you

dedicated in sending your children to school?

f. Do you see any refusal of your child/children to go to school? What do you think

is/are the reason/s? What do you do*

g. Do you think your support for the education of the children contributes to early

pregnancy?

Tell us something about your capacity in supporting your children’s study as well as

your willingness.

3. Provision for other needs and /or wants of the family

a. In your financial status, can your children still demand for their wants other than

their needs? What are these

LVIII
b. Do you limit your children in spending or you just let them buy for what they

want?*

c. Is/are your child/children demanding? How do you deal with it? Does it affect

your relationship with one another and their behavior?

d. Do you think your provision of your child’s needs and/or wants contributes to

teenage pregnancy? In what way?

Tell us something about your capacity and willingness in providing your children’s

needs. Are you limiting their expenditures and/or becoming thrifty to them? Are you

giving them extra money or spoiling them? What is/are the impact/s of your

strategy towards your children and your relationship with one another?

4. Provider of the needs of the family

a. Are you working together with your partner or you both have job? Please specify

both (if there’s any)

b. Most of the times, who is the primary provider of the family? Why?

c. How many hours do you spend in work?

d. Does your job/s affect your parenting style and attitude towards you

child/children? In what way?

e. Do you think your job contributes to your child’s teenage pregnancy? In what

way?

5. Other focus of concerns

a. In what needs are you responsive to your children and family (financial, moral,

emotional, etc.)? What are these specific needs?

b. Can you still a lot your time with them or you just focus on financial aspect?

How do you say so?

c. Is there a focus on some aspect/s or there is balance? How do you say so?

d. Do you think your provision of other needs contributes to your child’s

pregnancy? In what way?

LIX
Tell us something on the way you provide your family and children’s needs (all

aspects) like if you are still with them if they need you or are you very busy? What

do you feel about it?

D. Family Structure

a. Are you in a complete family? ( ) Yes ( ) No

b. What kind of family structure do you have?

( ) Nuclear family ( ) Blended family ( ) Same sex couple

( ) Extended family ( ) Single parent family ( ) Cohabitation

Others please specify:

c. How do you find the members of the family? Easy to go with or as if having own

worlds? Please specify

d. Who is the head of the family?

e. Do you notice any conflict when it comes to relationship among family

members? Please specify

f. What things do you often argue with your child/children?

g. Is discipline and harmonious relationship being promoted in your family structure

or environment? In what way?

h. Do you think your family structure affects your child’s behavior and relationship

with you? In what way?

i. Do you think your family structure contributes to your child’s pregnancy? In

what way?

Tell us something about your set-up inside your house, when it comes to

relationship among family members; and how these are being affected by the

structure itself.

E. Reproductive Health Knowledge

LX
a. When you started your family, do you have enough knowledge in terms of

reproductive health (e.g. conception, methods of contraception, sex education,

etc.) Tell something about it.

b. Have you attended any seminar or workshop or educative session about

reproductive health, please specify and when was it?

c. Do you talk to your children about reproductive health, sex education, or at least

the consequences of early and unprotected sex? What do you say to them?

What is/are their relation/s?

d. Do you think you have enough knowledge when it comes to reproductive health?

In what way?

e. Are you willing to teach your children about sex? Why? Why not?

f. Are you in favor with sex education to be possibly imposed by the Government

especially in learning institutions? Why? Why not?

g. Do your child/children ask questions regarding these matters?

h. What is your reaction and what do you do with it?

i. Do you think your reproductive health knowledge contributes to your child’s

early pregnancy? In what way?

Tell us something about your knowledge in reproductive health and sex education,

your capacity to teach your children about it, and your position about promulgating

or promoting sex education curriculum.

To determine the strategies of parents in coping and handling the situation of

teenage pregnancy, here are the listed questions for the parent/s:

 What is/are your reactions after knowing that your daughter is pregnant?

What did you feel?

 Do you have an expectation that she will probably become pregnant? Why

and how do you say so?

 Does it affect you and any other family members? (In any aspect, please

explain)

LXI
 What did you do to your daughter when you knew that she is conceiving a

baby?

 Did you do any interventions inside your family or rules not to again repeat

the scenario? What strategies did you make?

LXII
LXIII